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A-G course completion percentage upon high school graduation. A gap analysis

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A-G course completion percentage upon high school graduation. A gap analysis

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A-G Course Completion Percentage Upon High School Graduation. A Gap Analysis
by
Bryan Robert Wierzchucki

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

December, 2020

© Copyright by Bryan Robert Wierzchucki 2020
All Rights Reserved

The Committee for Bryan Robert Wierzchucki certifies the approval of this Dissertation

Sandra Kaplan
Andrea Poma
Kenneth Yates, Committee Chair

Rossier School of Education
University of Southern California
2020

iv

Abstract
This study applies the Gap Analysis problem-solving framework (Clark & Estes, 2008) using
knowledge, motivation, and organizational influences to determine areas of improvement for
organizational goals. The purpose of this study was to identify the KMO influences that led to
the school’s current A-G course completion rate. Specifically, what are the knowledge and skills,
motivation, and organizational influences that interfere with William Theodore High School’s
9th Grade students’ goal that by June 2021, all 9th Grade students will pass with a grade of C or
better in all A-G required classes for the Fall 2020 semester and Spring 2021 semester. Mixed
methods were used to collect existing survey data from the WASC Self-Study Report of 291
participants and interview data from 14 participants to identify and assess the knowledge and
skills, motivation, and organization root causes that may contribute to the William Theodore
High Schools A-G course completion rates. Findings from this study showed that incoming
freshmen have do not have sufficient knowledge of the current A-G course completion
requirements. The organizational plan for addressing the A-G requirements can also benefit from
an overhaul. This study utilizes The New World Kirkpatrick Model by making recommendations
for improving the organization’s current incoming freshman registration day seminar and
increasing the knowledge and skills, motivation, and organizational tools necessary for the
students to be A-G compliant.

v

Dedication
To my wife, Brenda, who has been by my side and supported me in all my endeavors. I am the
man I am today because you always believe in me and push me to be my best self.

To my children, Sofia and Lucas, watching the world through the lens of your growth has been
one of the great gifts of life. I look forward to following along as you travel your life paths.

To my sister-cousin, Lindsey, I am so lucky to have had you by my side through this journey.
You are special in so many ways, I admire and respect you more than you’ll ever know.

To my family, I know now that it takes a village to raise a child and you have been the best
village a person could ever ask for. Thank you for always supporting me.

To my friends, you’re the family I choose. You’ve been part of my growth to adulthood,
challenged me, kept me humble-ish, and loved me unconditionally, for that I thank you!

To our dear brother, Trevor Bratton, who left us way too soon, you are the one Bruin I wish I
could share this with. I wish that every time I saw you, I could say, “Fight On” and annoy you to
no end. I daydreamed about the first time we would finish a round of golf, shake hands and hear
you say, “Doctor” to which my reply would have been, “Yup.” You will forever be missed; you
were a true friend.

vi

Acknowledgements
To my dissertation chair, Dr. Kenneth Yates, A simple thank you seems insufficient for
all the work you have put forth on my behalf and the support you given me on this journey. I
appreciate your patience and wisdom as I pressed you to keep moving me forward. From our
early morning calls to our weekly video conference meetings, you helped me achieve what I
never thought possible. You will forever be one of the most influential people in my life.
Thank you to my committee member and friend Dr. Andrea Poma; you were the catalyst
to this avenue of my life path. You have been the iron upon which I sharpened my growth and
because of you I am a better educator and a better person. I enjoyed our deep conversations about
issues too sensitive to have with most. You have and will always be a safe space for me to be
vulnerable in my growth in an ever-changing world.
Thank you to my committee member Dr. Sandra Kaplan, I truly believe that if I asked
you the meaning of life, you would have an answer. I thank you for challenging me to extend
myself and for guiding me in understanding that as an educator, I am an essentialist who sees
value in progressivism.
To my new Trojan family, it has been a pleasure going through this adventure with you. I
have learned and grown so much as a result of being in your presence. Last but not least Praisy,
you are an impressive person and I am honored to have been allowed to share in this with you.
This truly has been the experience of a lifetime, Fight On!

vii

Table of Contents
Abstract ........................................................................................................................................... iv
Dedication ........................................................................................................................................ v
Acknowledgements ........................................................................................................................ vi
List of Tables ................................................................................................................................... x
List of Figures ............................................................................................................................... xii
Chapter One: Overview of the Study .............................................................................................. 1
Background of the Problem ................................................................................................. 1
Importance of Addressing the Problem ............................................................................... 2
Organizational Context and Mission ................................................................................... 3
Organizational Performance Status ..................................................................................... 3
Organizational Performance Goal ....................................................................................... 5
Description of Stakeholder Groups ..................................................................................... 6
Stakeholders’ Performance Goals ....................................................................................... 7
Stakeholder Group for the Study ......................................................................................... 8
Stakeholder of Focus Critical Behavior .............................................................................. 9
Purpose and Study Questions ............................................................................................ 10
Conceptual and Methodological Framework .................................................................... 10
Definitions ......................................................................................................................... 11
Organization of the Project ................................................................................................ 12
Chapter Two: Review of the Literature ......................................................................................... 13
College Readiness of High School Graduates ................................................................... 13
Methods of Assessment: Standardized Exams .................................................................. 24

viii

A-G Courses ...................................................................................................................... 30
Challenges in Achieving College Readiness ..................................................................... 34
Conceptual Framework ..................................................................................................... 36
Stakeholder Knowledge, Motivation, and Organizational Influences ............................... 36
Motivation ......................................................................................................................... 41
Summary ............................................................................................................................ 49
Chapter Three: Methodology ........................................................................................................ 51
Purpose of the Project and Questions ................................................................................ 51
Conceptual and Methodological Framework .................................................................... 51
Assessment of Performance Influences ............................................................................. 53
Participating Stakeholders and Sample Selection ............................................................. 50
Instrumentation .................................................................................................................. 61
Data Collection .................................................................................................................. 62
Data Analysis ..................................................................................................................... 63
Trustworthiness of Data .................................................................................................... 64
Role of Investigator ........................................................................................................... 64
Limitations and Delimitations ........................................................................................... 65
Chapter Four: Results and Findings .............................................................................................. 66
Participating Stakeholders ................................................................................................. 66
Determination of Assets and Needs .................................................................................. 67
Results and Findings for Knowledge Causes .................................................................... 69
Results and Findings for Motivation Causes ..................................................................... 78
Results and Findings for Organization Causes .................................................................. 91

ix

Summary of Assets and Needs .......................................................................................... 98
Chapter Five: Recommendations and Evaluation ....................................................................... 101
Purpose of the Project and Questions .............................................................................. 101
Recommendations to Address Knowledge, Motivation, and Organization Influences ... 102
Summary of Knowledge, Motivation and Organization Recommendations ................... 120
Integrated Implementation and Evaluation Plan ............................................................. 121
Limitations and Delimitations ......................................................................................... 136
Recommendations for Future Research ........................................................................... 137
Conclusion ....................................................................................................................... 138
References ................................................................................................................................... 139
Appendix A ................................................................................................................................. 148
Appendix B .................................................................................................................................. 149
Appendix C: Interview Protocol .................................................................................................. 154
Appendix D: A-G requirements Chart ........................................................................................ 156
Appendix E: Immediate Evaluation Tool .................................................................................... 157
Appendix F: Delayed Evaluation Tool ........................................................................................ 159
Appendix G: Digital Dashboard .................................................................................................. 161

x

List of Tables
Table 1: Organizational Mission, Global Goal and Stakeholder Performance Goals 8

Table 2: Summary of Assumed Knowledge Influences on Incoming Freshman 40
Students Ability to Achieve

Table 3: Summary of Assumed Motivational Influences on Incoming Freshman’s 46
Ability to Achieve the Performance Goal

Table 4: Summary of Assumed Organization Influences on Incoming Freshman's 49
Ability to Achieve the Performance Goal

Table 5: Assumed Knowledge Causes and Solutions for Identifying Core and 55
Elective Classes Yearly That Interest the Student in Their Learning and
Create a 4-year Plan of A-G Course Completion

Table 6 Assumed Motivation Causes and Solutions: Students will Identify Core 57
and Elective Classes That Interest the Student in their Learning and Create
a 4-year Plan of A-G Course Completion

Table 7: Assumed Organization Causes and Solutions for Identifying Core 59
and Elective Classes Yearly That Interest the Student in their Learning and
Create a 4-year Plan of A-G Course Completion

Table 8: Demographic Gender and Age Distribution of Student Interview Participants 67

Table 9: Data Analysis Results for Factual Knowledge of Identifying Details About 72
the A-G Completion Program for Incoming Freshmen.

Table 10: Data Analysis Results for Factual Knowledge Thresholds and Asset Versus 74
Need Determination for WASC Report Self-Study Survey and Interview
Results.

Table 11: Data Analysis Results for Motivation for How Valuable It Was for Them 79
in Selecting

Table 12: Data Analysis Results for Motivation for identifying the A-G Course 81
Completion Program Courses for Incoming Freshman

Table 13: Data Analysis Results for Motivation for Identifying the A-G Course 84
Completion Program Courses for Incoming freshman

Table 14: Data Analysis Results for Motivation for Selecting the A-G Course 85
Completion Program Courses Offered for Incoming Freshman

xi

Table 15: Data Analysis Results for Motivation for their interest in the 87
A-G Course Completion Program Courses Offred for Incoming Freshman

Table 16: Data Analysis Results for Motivation for Having a Main Goal of 90
High School Program Courses Offered for Incoming Freshman

Table 17: Data Analysis Results for Motivation for Having a Main Goal of 90
High School Completion to Be Eligible to Apply to CSU/UC Schools

Table 18: Observation Results for Cultural Model Having A-G Charts in all 92
Classrooms for the Students to Have Access to Information

Table 19: Data Analysis Results for Organizational Influences of the Cultural Model 93
with the Number of Classrooms with Displays of A-G Requirements Posters
and Materials

Table 20: Data Analysis Results for Organizational Influences of the Cultural Setting 96
Where Students Are Encouraged by Teachers, Counselors, and
Administration to Register for A-G Courses

Table 21: Knowledge Assets or Needs as Determined by the Data 98

Table 22: Motivational Assets or Needs as Determined by the Data 99

Table 23: Organizational Assets or Needs as Determined by the Data 100

Table 24: Summary of Knowledge Influences and Recommendations 104

Table 25: Summary of Motivation Influences and Recommendations 109

Table 26: Summary of Organization Influences and Recommendations 117

Table 27: Outcomes, Metrics, and Methods for External and Internal Outcomes 125

Table 28: Critical Behaviors, Metrics, Methods, and Timing for Evaluation 126

Table 29: Required Drivers to Support Critical Behaviors 128

Table 30: Evaluation of the Components of Learning for the Program 132

Table 31: Components to Measure Reactions to the Program 133

xii

List of Figures
Figure 1: Freshman A-G ELA Pass Rates 5

Figure 2: U.S. Average for ACGR 18

Figure 3: Projected Undergraduate Enrollment 20

Figure 4: UC Freshman Application Data 22

Figure 5: AP English Exam Data 28

Figure 6: AP Calculus Exam Data 29

Figure 7: A-G Course Requirements 31

Figure 8: CSU/UC A-G Requirements Difference 33

Figure 9: Three Facets of Motivated Performance 41

Figure 10: GAP Analysis Process 53

1

Chapter One: Overview of the Study
College and career readiness are defined by a student who has an acquisition of
knowledge and skills in order to enroll and thrive in post-secondary institution classes during the
first year of college (American College Testing (ACT), 2011). The number of students in the
State of California who are eligible to apply to California State University schools is 40%, while
those eligible for the University of California schools drop to 13.9% (Silver, Hensley, Hong,
Siegel, & Bradby, 2017). Thus, the majority of California students who graduate from secondary
schools are not eligible to apply to California State University and University of California
schools. Secondary educational institutions are where students will spend four years navigating
their educational path toward being prepared for postsecondary institutions. During their time,
they will take challenging classes such as advanced placement classes, national exams such as
ACT/SAT, and, in the state of California, follow the A-G course completion plan. When
secondary institutions do not have the programs in place for students to meet the minimum
eligibility to apply to post-secondary institutions, students who graduate will not be college and
career ready. Likewise, students and parents who do not see the value in starting the path in A-G
courses, especially in the ninth grade, also run the risk of not being deemed college-ready upon
graduation.
Background of the Problem
Numerous studies have been done to gauge college and career readiness of secondary
students upon graduation. The U.S. Department of Education estimates that approximately 70%
of all students who attend a public high school will go on to graduate in the required four years
while only 32% of those students will qualify to attend a four-year institution (Greene & Foster,
2003). To determine the college readiness of graduating high school students, factors such as
2

high school GPA, class rank, standardized college entrance exams, and course minimums are
utilized in the assessment (Tierney & Sablan, 2014). According to ACT (2011), just one in four
students met all four of the college benchmarks in the 2010-2011 school year.
A student who meets all the requirements and gets accepted into a 4-year institution and
deemed college-ready may not always be prepared for the rigors they encounter at their
university of choice. The data suggests that 40% of traditional undergraduates take at least one
course considered to be remedial, which are courses intended to help students improve their
skills necessary for college-level work (Moore et al., 2010). In the State of California, the
California State and University of California schools created a minimum course work standard
for college readiness, commonly referred to as the A-G Course Requirements. While completion
of the A-G courses does not guarantee admission, it is a challenging minimum criterion of a
student advancing from high school to the CSU/UC school. The A-G course completion
percentage of a school is also an important indicator of how well the schools themselves are
preparing their students for the rigors of college (Quigley, 2003).
Importance of Addressing the Problem
The problem of low A-G course completion is critical to solve for a variety of reasons,
the main reason being the accountability of the school to its community. The accountability at
William Theodore High School (pseudonym) is one of market accountability, which is when
school leaders treat their students and parents as customers, utilizing corporate strategies to get
more from their employees (Firestone & Riehl, 2005). The market accountability between the
parents (directors) and the school (providers) creates a situation where the school is not living up
to its mission statement of providing a rigorous and well-rounded educational environment. The
parents who send their students to William Theodore High School have an expectation to be
3

provided to them with the best opportunity for their child to gain acceptance into colleges and
universities across the nation. This relationship is not unlike any other relationship between a
business and its customers. The low numbers of California State/University of California
Schools eligibility and admissions can create a problem where the parents decide to send their
students to another high school in the area. The result of this action creates a financial and
logistical burden for William Theodore High School with budget and staffing issues.
Organizational Context and Mission
William Theodore High School serves the community of San Rancho (a pseudonym), by
providing grades 9-12 secondary education for all children within the city limits. The mission of
the school is to best serve the students and community of William Theodore High School, inspire
all students to excel in a safe and challenging environment by valuing academic rigor,
individuality, enthusiasm, and responsibility. “William Theodore High School will be the
Valley’s premier center for powerful teaching and learning, rigorous academics, and diverse
activities in a community of integrity and respect” (William Theodore High School, 2018). The
1335 student population ranges in age 13-19-year-olds, is made up of 51% Hispanic, 26% White,
6% Asian, and 17% other. Free/Reduced-Price Meals student population stands at 38% and has a
total population of 550 students who are categorized as one of the following; Free/Reduced
Priced Meals, English Learner, and Foster Youth (Sparks, 2018).
Organizational Performance Status
The problem of focus in this organization is the percentage of student completion of A-G
required classes upon graduation. The A-G college entrance requirements are a sequence of high
school courses that students must complete with a grade of C or better to be minimally eligible
for admission to the California State University and University of California (CSU/UC schools).
4

The focus is on the low completion of this requirement among all graduating students. Low
completion is a problem due to the 59.38% percent of the 2019 graduating class achieving the A-
G requirements. The problem affects the schools’ mission because low A-G requirements
completion does not reflect the ideal of academic rigor expected of the students upon graduation.
The consequential result of the low A-G course completion numbers is the reduced rate of
students who graduate from William Theodore High School, which are minimally eligible to
apply to a California State or University of California school. Similar to the low eligibility
numbers, low A-G rates will also translate into low acceptance rates to California State and the
University of California Schools. Approximately half the students are eligible to apply to
California State and the University of California Schools.
The A-G process begins as early as the students’ freshman year. An example of the A-G
requirement ninth-grade students is English Language Arts, which is the only content area with a
four-year requirement. If a student does not pass with a C or better their first semester of English
Language Arts, they immediately become A-G ineligible. The class of 2022, last years’
freshmen, has a current A-G compliance rate of 88.1% as a result of 11.9% of the students
getting a D or less in at least one semester of freshman English Language Arts. Figure 1 is a
color-coded bar graph below that illustrates the percentage and numbers of students who earned
each letter grade for all 9th grade English Language Arts classes for the 2018/2019 school year.

5

Figure 1
Freshman A-G ELA Pass
Rates

Note. 9th Grade English Language Arts A-G Analysis. Reprint from A-G Audit,
In San Dimas High School, 2019, Retrieved August 14, 2020, from
sandimashighschool.com. Copyright by Scott Sparks.
Organizational Performance Goal
William Theodore High School has a scaffolded goal of attaining 100% A-G course
completion by all graduates by the end of the 2022-2023 school year. The benchmark goal for
the 2019-2020 school year is 68%, for the 2020-2021 school year is 82%, for the 2021-2022
school year is 93%. The school site principal established this goal after meeting with a
committee made up of stakeholders, which included teachers, counselors, and administration.
The achievement of this goal will be measured by year-end transcript data collected by the
assistant principal of curriculum from the graduating class of that current year. The initial goal
for the incoming freshman class, graduating class of 2023, is to be 100% A-G compliant by
6

passing both the fall 2019 semester and spring 2020 semester of all A-G required courses with a
grade of C or better.
Description of Stakeholder Groups
William Theodore High School has four main stakeholders that all work together to
achieve a common goal of serving the students from their freshman to senior year and moving
them toward graduation. The four stakeholders are school site administrators, counselors,
teachers, and students.
School site administration is tasked with placing the proper certificated teachers in the
classes needed for A-G completion. They are also responsible for supporting teachers in attaining
A-G approval of courses that do not qualify. The administration is responsible for selecting
classes the school offers that can or will be A-G approved so students can achieve the minimum
requirements. Finally, they are responsible for making sure all teachers know the A-G
requirements and organizational goals from year to year.
Counselors work with students when selecting classes for their schedules to make sure
they are A-G compliant. They support students who are struggling to maintain a grade of C,
which is the minimum requirement for qualification. To tie the whole process together, they
make sure parents and students know what A-G is, how they can achieve minimum completion
requirements through the registration process and organize the course schedule into A-G
complaint categories.
Teachers should take the responsibility to make sure the class they teach is A-G
compliant or write an approval proposal if the course is not A-G compliant. They must discuss
with their students the A-G requirements, its importance, and utilize the A-G poster that is posted
in every classroom. Next, they must systematically go over the courses that qualify for their
7

current grade level and help them understand where their particular class fits concerning the A-G
requirements. Finally, once the class is fully informed teachers must work with students to help
them achieve a grade of C or better to reach the minimum requirements
Students and their parents must work together to become aware of their family’s
individual goals for post-high school graduation. The families can then work with counselors to
select the proper classes for an A-G requirement path from 9th grade through to graduation. The
first step is to then enroll in the courses that fulfill A-G requirements, along the way it is up to
the student to achieve a grade of C or better in all courses that meet the A-G requirements.
Incoming freshmen are the most critical of the student stakeholders; it is crucial to start high
school on the proper path to A-G course completion compliance.
Stakeholders’ Performance Goals
Table 1 shows the organizational mission, global goal, and the stakeholders for William
Theodore High School, as well as how their individual goals will work to align with the school's
current mission statement.

8

Table 1
Organizational Mission, Global Goal and Stakeholder Performance Goals
Organizational Mission
To best serve the students and community of William Theodore School, we inspire all students
to excel in a safe and challenging environment by valuing academic rigor, individuality,
enthusiasm, and responsibility.
Organizational Performance Goal
By June 2023, all graduating students will meet the minimum requirements for A-G course
completion and be eligible for acceptance into CSU and U.C. schools
Administration Counselors Teachers Students
Stakeholder Goal:
By August 2020,
Administration will
place the proper
certificated teachers
in the classes needed
for A-G completion

Stakeholder Goal:
By August 2020,
Counselors will
have course
schedules
organized and
categorized into
classes needed for
A-G completion

Stakeholder Goal:
By August 2020, all
certificated teachers
will make sure the
class they teach is
A-G compliant and
write approval
proposal if the type
is not A-G
compliant
Stakeholder Goal:
By June 2020, all 9th
Grade students will
achieve a passing grade of
C or better in all levels of
9th Grade English courses
for both the Fall 2019
semester and Spring 2020
semester per the four-year
A-G passing requirement
for English Language
Arts.

Stakeholder Group for the Study
A joint effort is required in order to achieve the goal of 100% A-G course completion by
the end of the 2022-2023 school; the main stakeholder must be the student. The reason for the
student selected as the stakeholder is due to open enrollment for classes on the campus. The
primary grade level stakeholder is the 9th-grade student. They are the grade level of focus as a
result of the four-year requirement for A-G course completion compliance. Noncompliance of a
grade of C or better in either semester of an A-G course requirement and the 9th-grade student
will be ineligible for A-G course completion.
9

Students have the opportunity to select their courses and pathways from 9th grade to
graduation with the help and support of counselors and teachers. Ultimately, it is up to the
student to select the classes that meet the minimum A-G requirements and take ownership of
their grade. It is the student who will do the work to achieve a minimum grade of C to qualify.
The administration, counselors, and teachers can all perform their role correctly, offer all
available paths to A-G competition, but it is the student who must perform in the classroom and
achieve the grade.
At the end of every school year, an end of year transcript data analysis is completed to
check A-G progress. Throughout their high school career, students can meet with their counselor
and check their progress toward completion. Progress checks should ideally be done before
preliminary registration every February, which will allow a student to apply for summer school
classes if they need to catch up or makeup classes. The student needs to achieve A-G completion
in order to be eligible to apply to a California State/University California School. A reduced
number of eligible students who can apply will consequently reduce the number of students who
are accepted into California State/University of California schools.
Stakeholder of Focus Critical Behavior
For the stakeholder of focus to achieve their goal, the following critical behaviors must
be demonstrated
1. Identify core and elective classes prior to the freshman year to create a 4-year plan of A-
G course completion.
2. Register for the appropriate freshman courses that are A-G compliant.
3. Achieve a grade of C or better in each 6-week grading period in all classes that meet the
A-G requirement.
10

Purpose and Study Questions
The purpose of this project is to conduct a gap analysis to examine the root causes of the
organizational problem described above, low A-G course completion upon graduation. While a
complete gap analysis would focus on all stakeholders at William Theodore High School, for
practical purposes, the stakeholders to be focused on in this analysis are the students of William
Theodore High School, specifically the incoming freshman. The analysis will focus on causes for
this problem due to gaps in the areas of student knowledge and skill, motivation, and
organizational resources that influence student decisions. The analysis will begin by generating a
list of possible or assumed influences that will be examined systematically to focus on actual or
validated causes.
As such, the research questions that guide this study are the following:
1. What are the knowledge and skills, motivation, and organizational influences that
interfere with William Theodore High School’s 9th Grade students’ goal that by
June 2021, all 9th Grade students will pass with a grade of C or better in all A-G
required classes for the Fall 2020 semester and Spring 2021 semester per the four-
year A-G course completion requirement?
2. What are the recommended knowledge and skills, motivation, and organizational
solutions to achieving the goal of one hundred percent A-G course completion
with a grade of C or better by graduation?
Conceptual and Methodological Framework
Clark and Estes’ (2008) gap analysis, a systematic, analytical method that helps to clarify
organizational goals and identify the gap between the actual performance level and the preferred
performance level within an organization, will be implemented as the conceptual framework.
11

The methodological framework is a qualitative case study with descriptive statistics. Assumed
influences knowledge, motivation, and organizational influences that interfere with
organizational goal achievement will be generated based on personal knowledge and related
literature. These influences will be assessed by using surveys, document analysis, interviews,
literature review, and content analysis. Research-based solutions will be recommended and
evaluated comprehensively.
Definitions
In this study, the following terms have specific definitions:
• A-G Course Requirements: The A-G is a minimum course completion program for all
students in selected content areas who pass with a grade of C or better. Each student must
complete a minimum of fifteen college preparatory course which include the following:
two years of Social Science, four years of English Language Arts, three years of
Mathematics, two years of Laboratory Arts, two years of Foreign Language, one year of
Visual and Performing Arts, and one year of College Preparatory Electives (University of
California, 2015).
• Associated Student Body (ASB): a group of students that is selected and elected to
represent the entire student body of a high school. This is the student government of the
organization. (Sparks, 2018)
• Certificated Teacher: Teacher who holds a current single subject teaching credential
approved by the state Department of Education (Commission on Teaching Credentialing
(CTC), 2014).
• College Readiness: The level of preparation a student needs to enroll and succeed—
without remediation in a credit-earning general education course at a post-secondary
12

institution that offers a baccalaureate degree or transfer to a baccalaureate program
(American College Testing (ACT), 2011).
• UC/CSY: University of California Schools and California State University (University of
California, 2015).
• Open Enrollment: The ability to select classes during registration without prerequisites
(California Department of Education (CDE,) 1997).
• Post-Secondary: Relating to education taking place following high school graduation
(The Classroom, 2019).
• Secondary Education: Commonly referred to as high school education grades 9-12 (The
Classroom, 2019).
Organization of the Project
Five chapters are used to organize this study. This chapter provides the reader with the
key concepts and terminology commonly found in a discussion about secondary schools A-G
course completion requirements. The organization’s mission, goals, and stakeholders, as well as
the initial concepts of gap analysis, were introduced. Chapter Two provides a review of the
current literature surrounding the scope of the study. Topics of college readiness, high school
graduation requirements and graduation rates, and standardized college entrance exams such as
the SAT and ACT will be addressed. Chapter Three details the assumed interfering elements as
well as methodology when it comes to the choice of participants, data collection, and analysis. In
Chapter Four, the data and results are assessed and analyzed. Chapter Five provides solutions,
based on data and literature, for closing the perceived gaps as well as recommendations for an
implementation and evaluation plan for the solutions.
13

Chapter Two: Review of the Literature
The purpose of this literature review is to examine the process for a high school student
to be considered college-ready upon graduation. Students who do not meet or exceed the
minimum requirements provided by their high school for graduation may not have the
opportunity to apply to state-funded universities, thus limiting their post-secondary options. In
this chapter, there will be an exploration of what it means to be college-ready with an in-depth
look at national high school graduation rates and college acceptance rates. There will be an
examination of the methods to assess college readiness, such as standardized exams and
advanced placement courses, as well as the challenges students face in achieving success in those
areas. Specifically, this chapter will analyze in-depth the University of California's A-G course
requirements for high school students looking to attain admission as an incoming freshman. The
review of literature will also analyze the knowledge and skills, motivation, and organizational
factors influencing 9th-grade students’ ability to start their educational path of being college-
ready upon their high school graduation.
College Readiness of High School Graduates
College Readiness
College readiness for graduating high school students is deemed by the successful
completion of multiple criteria covering a range of methods. According to Venezia and Jaeger
(2013), college readiness is commonly understood as the level of preparation a student needs to
enroll and succeed in a college program, obtaining a certificate, associate degree, or
baccalaureate, without requiring remediation. They also suggest the vast majority of high school
students aspire to some level of postsecondary education, yet far too many of them enter college
without the basic content knowledge, skills, or habits they need to succeed. The likelihood that
14

students will make a successful transition to the college environment is often a function of their
readiness, the degree to which previous educational and personal experiences have equipped
them for the expectations and demands they will encounter in college (Conely, 2007).
The three most commonly recognized indicators used by colleges are coursework
required for college admission, achievement test scores, and grade point averages (Roderick,
Nagaoka, & Coca, 2009). According to Wyatt, Wiley, Camara, and Proestler (2011), many high
school curricula are not rigorous enough to adequately prepare students for college success, and
merely meeting state standards for high school graduation may not adequately prepare students
for college-level course work. They go on to suggest one of the methods to increase the college
graduation rate is to advocate higher academic standards in the nation’s high schools. Total GPA
and grades in college prep courses were each rated as considerably crucial by 77 percent of
colleges surveyed (Clinedinst & Koranteng, 2017). A different approach to assessing college
readiness would be to use scores on achievement exams to identify the skills students need to
gain admission into a four-year college and relate those scores to college performance. One
limitation of test scores from high school exit and college entrance exams is that they do not
measure the non-cognitive skills that may be critical for meeting the academic and
developmental demands of college environments (Roderick et al., 2009).
Accurately identifying which sets of knowledge and skills shape college performance
ability and success is a key to college readiness success. Content knowledge and basic skills are
foundational to the understanding of academic disciplines and are often specific to a given
subject area. Core academic skills, such as writing and analytical thinking, are not subject-
specific, but rather allow students to engage in work in a wide variety of disciplines (Roderick et
al., 2009). Writing and analytical thinking tend to provide insight regarding the personal qualities
15

and interests of students (Clinedinst & Koranteng, 2017). Non-cognitive skills include a range of
behaviors that reflect greater student self- awareness, self-monitoring, self-control, study skills,
work habits, time management, help-seeking behavior, and social problem- solving skills
(Roderick et al., 2009). Conely (2007) suggests that academic knowledge and skills consist of
big ideas, key concepts, and vocabulary that create the structure of the various disciplines and
subjects. Combined, the core academic and non-cognitive skills can be an indicator of college
readiness.
When selecting a college, finding the right fit also has an impact on the student’s
readiness. Venezia (2013) suggests fit includes aspects of a postsecondary institution such as its
cost, location, size, student-faculty ratio, counseling and advising services, student body
composition, and areas of study offered or select areas of focus. Less than 60% of students in the
United States who seek a bachelor’s degree at a 4-year institution will complete their degree at
that institution within six years. O. U.S. students in 4-year colleges, 40% take at least one
remedial course. As more students take remediation, fail to be retained, and enter underprepared
for credit-bearing courses, investigating college readiness is increasingly important (Tierney &
Sablan, 2014). College professors estimate that 42% of students are not adequately prepared for
college, while 70% of college instructors report having to devote some of their first-year class
time toward reviewing content that they feel should have been taught in high school. Only 28%
of college instructors believe that public high schools adequately prepare students for the
challenges of college (Wyatt, Kobrin, Wiley, Camara, & Proestler, 2011). While the vast
majority of high school students aspire to go to college, many do not have the required skills
upon graduation to be deemed college-ready, and finding the right fit is key to having an
16

opportunity to be successful. The path to college readiness success is developed during a
student’s time in high school, with course work necessary for graduation.
High School Graduation Requirements
The minimum requirements to graduate high school vary from school district to school
district, each to prepare their students for post-secondary education. According to the California
Department of Education (2017), beginning in the 1986-87 school year, California Education
Code (EC) 51225.3 created a specified minimum set of courses to meet state requirements to
graduate from high school and receive a diploma. In New York, a comparison of the states'
minimum graduation requirements shows that most high school graduation minimum
requirements are less rigorous than college entrance requirements. Districts should align their
graduation requirements with those for state college entrance (Avila, Noblett, & Salazar, 2019).
States are beginning to require all high school students to enroll in coursework that aligns with
post-secondary entrance requirements. By 2015, at least twenty-one states and the District of
Columbia had default curriculum requirements in place (Venezia & Jaeger, 2013).
California has a lower set of standards for minimum requirements than most states, which
creates easier access to success. They are one of three states requiring only two years of math,
while most require three years or more. The result is that California’s high school graduation rate
increased from 75% in 2009–10 to 83% in 2015–16 (Gao, Lopes, & Lee, 2017). There has been
an ongoing debate over the effects of requiring a more challenging high school curriculum for
everyone. Educators have argued that requiring more demanding mathematics and science
coursework for all high school students provides students with greater access and opportunity to
learn cognitively challenging content aligned with college readiness (Plunk, Tate, Bierut, &
Grucza, 2014). The California Education Code specifies minimum course requirements for the
17

state’s public school system: three years of instruction in both English and history/social science,
two years in both math and science, and one year of either visual or performing arts, a foreign
language, or career technical education (Gao et al., 2017). High school graduation rates continue
to increase nationwide. With the development of high school graduation minimums, schools are
making an effort to provide students an opportunity to attain their diploma. One concern remains
that many high school minimum graduation requirements are less rigorous than college
admission requirements.
Graduation Rates of High School Students
The graduation rate of high school students is at a level that leaves millions of students
with limited educational and career opportunities. During the first seventy years of the twentieth
century, the high school graduation rate of teenagers in the United States rose from 6 percent to
80 percent. Between 1970 and 2000, the high school graduation in the United States stagnated.
However, the graduation rate increased substantially since 2010 (Murnane, 2013). While
graduation rates increased, according to Bromberg and Theokas (2016), only a small fraction of
2013-2016 graduates completed both college- and career-preparatory course sequences in high
school. They go on to state that 3 in 10 graduates complete only a college-ready sequence. While
more students are graduating, they are not deemed college ready.
The National Center for Educational Statistics compiled data for the nation's adjusted
cohort graduation rate (ACGR). The adjusted cohort graduation rate (ACGR) is the percentage of
students in this adjusted cohort who graduate within four years with a regular high school
diploma. State education agencies calculate the ACGR by identifying the cohort of first-time
ninth graders in a particular school year (National Center for Education Statistics, 2018). The
U.S. Department of Education first collected the ACGR in 2010–11. The U.S. average adjusted
18

cohort graduation rate (ACGR) for public high school students increased over the first seven
years it was collected, from 79 percent in 2010–11 to 85 percent in 2016–17 (United States Dept
of Education, 2012). Figure 2 shows a choropleth map of the adjusted cohort rates for public
high schools by state.
Figure 2
U.S. Average for ACGR

Note. Adjusted cohort graduation rate (ACGR) for public high school students, by state: 2016–
17. Reprinted from National Center for Education Services, In National Center for Education
Services, 2019, Retrieved August 14, 2020, from https://nces.ed.gov/. Copyright 2020 by
National Center for Education Services

19

In California, the numbers tell a similar story of an increase in rates. According to the
California Department of Education (2018), the high school graduation rates for California in
2018 remained near an all-time high. Among students who started high school in 2014, 83
percent graduated with their class in 2018, an increase from 82.7 percent from the year before.
The trend has been on an upward trajectory; the state's graduation rate has increased substantially
since the class of 2010 posted a 74.7 percent rate. Questions remain, and educators wonder if
students are being exposed to the essential content that would prepare them to achieve their
postsecondary goals. According to Bromberg and Theokas (2016), students are meandering
toward graduation without being adequately prepared for college. Rather than ensuring students
have access to a cohesive curriculum that aligns high school coursework and students’ future
goals, high schools are prioritizing credit accrual, which treats graduation as the end goal
(Bromberg & Theokas, 2016). Overall, the number of graduates significantly increased from
2017 by over 10,000 for a total of 418,205 students (California Dept of Education, 2018). There
is a trend across the country that more students are graduating high school, a number which has
increased substantially since 2010. The concern is whether or not the high graduation numbers
are translating into higher rates of college acceptance.
College Acceptance Rates of High School Students
Each year hundreds of thousands of students from across the country apply to post-
secondary institutions with the goal of being accepted. The number of applications has steadily
increased over the last two decades. The factors that admission officers use to evaluate
applications from first-time freshmen have remained mostly consistent over the past 20 years.
Students’ academic achievements, which include grades, the strength of curriculum, and
admission test scores, constitute the most important factors in the admission decision (Clinedinst
20

& Koranteng, 2017). While total undergraduate enrollment increased by 37 percent between
2000 and 2010, from 13.2 million to 18.1 million students, enrollment decreased by 7 percent
between 2010 and 2017, from 18.1 million to 16.8 million students (NCES, 2019). The National
Center for Education Statistics (2019) reported in the fall of 2017, the total undergraduate
enrollment in degree-granting postsecondary institutions was 16.8 million students, an increase
of 27 percent from 2000 when enrollment was 13.2 million students. Undergraduate enrollment
is currently projected to increase by 3 percent, from 16.8 million to 17.2 million students
between 2017 and 2028. Figure 3 illustrates the data collected by the National Center for
Educational Statistics, which shows the progression of undergraduate enrollment in post-
secondary schools.
Figure 3
Projected Undergraduate Enrollment

Note. Actual and projected undergraduate enrollment in degree-granting postsecondary
institutions, by attendance status: Fall 2000 through 2028 Reprinted from National Center for
21

Education Services, In National Center for Education Services, 2019, Retrieved August 14,
2020, from https://nces.ed.gov/. Copyright 2020 by National Center for Education Services
The increase in the number of colleges to which each student applies continues a near
perfectly upward trend, which is reflected in college reports of increased application volume
(Clinedinst & Koranteng, 2017). The national average acceptance rate edged up from 64.7
percent in Fall 2013 and edged up to 66.1 percent for fall 2015, after reaching a low of 63.9
percent in Fall 2012 (Clinedinst & Koranteng, 2017). While the national average is trending
upward, in the University of California Schools, the trend is different. In the University of
California Schools, the number of students each university admits has remained level. The
driving factor in reducing admission rates is the increase in applicants (University of California,
2019). Figure 4 provides application data for California residents who apply to the UC school
system.

22

Figure 4
UC Freshman Application Data

Note. UC Freshman Application Data CA Resident. Reprint from A-G Requirements for
University of California. In University of California, 2019, Retrieved August 14, 2020,
http://admission.universityofcalifornia.edu/counselors/files/csu-uc-a-g-comparison-matrix.pdf.
Copyright 2020 by The Regents of the University of California
The percentage of students graduating from high school is significantly lower than the
percentage of students being accepted into four-year universities. The implication is that students
are not graduating high school with the knowledge and skills necessary to be deemed college
23

ready. To deem student’s college ready, measures such as the SAT/ACT and AP Exams give
indicators to college readiness.
Community College Enrollment and Retention
Enrollment in 2-year community colleges is an option for students looking to continue
their post-secondary education but have decided to not attend a 4-year institution. Still many
students opt out of post-secondary education all together. According to Carnevale et al. (2017)
there are 30 million good jobs that do not require a bachelor's degree and have a salary range
from $35,000-$55,000 per year. Furthermore, they explain that of the 30 million jobs, the largest
group of workers are those with only high school diplomas. The idea that all students should go
to college is challenged by their research and can explain in the recent decrease in community
college enrollment. Moving forward, the share of jobs not requiring some post-secondary
experience or certification is in decline and will likely affect future enrollment (Carnevale,
Strohl, & Ridley, 2017).
Enrollment in community colleges is one of the many options for high school graduates
as they move to the next phase of their life. Juszkiewicz (2017) explains the recent trend in
community college enrollment has continued to decline since 2010 and overall has exceeded the
overall post-secondary enrollment drop. The strength of the economy, reduced unemployment,
and a push for more skilled workers has had an impact on the value and quality of higher
education by the general public (Juszkiewicz, 2017). According to Fike and Fike (2018)
community college students are more likely to attend on a part time basis as a result of entering
the workforce in a robust economy. These factors have had an impact on enrollment and
retention in community colleges.
24

Students who enroll in community colleges should come with some level of college
readiness. The advantages of community college are a student’s ability to be enrolled part time
and have lower tuition cost compared to 4- year institutions. Fink and Fink (2018) explain the
community colleges enroll more students who are not college ready compared to 4-year
universities. They go on to detail the data that 41 percent of all community college students are
underprepared in at least one basic skill: reading, writing, mathematics. According to
Juszkiewicz (2017), the percentage of community college students who earn a credential is 39%.
With an overwhelming majority of students failing to earn a degree or credential from a 2-year
community college institution, it is important that high school students have the college readiness
to be able to handle the challenges of post-secondary schooling at the community college level as
well. Students who know they will attend 2-year community colleges can prepare themselves for
the rigors of such post-secondary schooling by taking Advanced Placement classes, and in
California, fulfilling the A-G course completion requirements.
Methods of Assessment: Standardized Exams
SAT/ACT
Standardized exams such as the SAT/ACT were designed to measure a student’s ability
to be deemed college-ready with the ability to handle a freshman year curriculum without
remediation. The SAT exam was the first national exam to be administered in 1929, with the
ACT exam being first administered in 1959 as a competitor to the College Boards SAT
(Bettinger, Evans, & Pope, 2013). As the education community pays increasing attention to
issues surrounding retention and remediation, objective and fair measures of student readiness
for college becomes increasingly critical (Wyatt et al., 2011). College entrance exams such as the
SAT/ACT are required or recommended for admission to nearly all of the nation’s 4-year
25

colleges and universities (Klasik, 2013). Furthermore, many students interested in attending such
schools, however, often fail to sit for these exams. According to Klasik (2013), only 70% of
students who in 10th grade expressed a desire to earn a 4-year college degree had taken the SAT
or ACT by their senior year of high school.
The SAT/ACT are both used as college entrance benchmarks, but each exam is different
from the other. The SAT consists of critical reading and mathematics; each section has a score
scale range of 200 to 800 with 10-point increments. The SAT composite score is the sum of both
section scores and therefore has a score scale range of 400 to 1600 (Wyatt et al., 2011). The ACT
covers four subjects: Mathematics, English, Reading, and Science with scores of 1-36 on each of
these components, and an all-important composite score are provided to colleges for their use in
admission decisions. The composite, a score from 1-36, is the rounded average of the scores on
the four individual sections. Nearly all colleges indicate that they use the ACT composite score
in their admissions process (Bettinger et al., 2013) solely.
Colleges rely on the SAT/ACT exams in their admission decisions to increase their
ability to differentiate between students likely to succeed and those that have a high risk of
under-performing and dropping out (Bettinger et al., 2013). The SAT benchmarks were 1050 for
the total composite and 500 for each section, critical reading, and mathematics. The results for
students meeting the benchmark, there was a very high likelihood of initial enrollment, 78
percent, in a four-year institution (Wyatt et al., 2011). Bettinger, Evans, and Pope (2011) suggest
not surprisingly and confirming a long line of literature a strong correlation between higher ACT
composite scores and positive college outcomes. However, this overall correlation masks a vital
pattern: Mathematics and English scores are much more tightly correlated with college success
than are Reading and Science scores (Bettinger et al., 2013). A student’s success on the
26

SAT/ACT has been shown to correlate with success in their first year of college. Colleges and
universities have relied on the SAT/ACT composite scores in their admission selection process.
Building on the measures of the SAT/ACT is how well students do on the AP Exam.
AP Exam
The goal of the Advanced Placement (AP) Program is to allow students to take a college-
level curriculum at the high school level to be more college-ready upon graduation. The AP
Program, which began in 1955, offers high school students the opportunity to experience
college-level course work and demonstrate learning proficiency through a related end-of-course
national examination. There is currently a wide range of more than 30 AP courses offered in
areas such as foreign languages, statistics, and human geography (Mattern, Shaw, & Ewing,
2011). The AP Program was created to provide access to rigorous, college-level studies to
motivated and prepared high school students (Patterson & Ewing, 2013). Each course has a
related exam, which has specific criteria for success and for which students earn a score on a
scale ranging from 1 to 5. More than 90 percent of four-year institutions in the United States
grant college credit and course exemption to students who pass an AP exam (Mattern et al.,
2011).
Students who take and pass AP exams enter post-secondary schools at an advantage over
those who do not. An AP Exam score of 3 indicates that a student has achieved the equivalent of
a “C,” a passing grade in a college-level course, the minimum score for which most colleges
award credit (Wyatt et al., 2011). The results have generally found support for the AP Program
in those students who perform well on an AP Exam by earning a score of 3, 4, or 5, and receive
course credit for the exam tend to outperform non-exempt students in subsequent courses. Non-
27

exempt students are those who did not earn either course credit or course exemptions by passing
an AP exam.
Students who took an AP Exam, regardless of performance, were more likely to earn a B
average during their first year of college as compared to students who did not take any AP exams
(K. Mattern, Shaw, & Xiong, 2009). Results showed that after matching AP and non-exempt
students on essential categories, the AP students performed as well as or better than the non-
exempt students in terms of subsequent college course grades (Patterson & Ewing, 2013).
Students who receive college credit on a single AP exam are approximately 1–2 percentage
points more likely to receive a bachelor’s degree within four years of high school graduation
compared to non-exempt students (Smith, Hurwitz, & Avery, 2017).
The number of AP or honors courses taken was unrelated to college performance; exam
performance remained a significant predictor (K. Mattern et al., 2009). While taking and passing
an AP exam is a strong signal of academic ability, it is not a guarantee of postsecondary
academic success. About 16% of AP exam takers do not attend 4-year postsecondary institutions,
and only about half of on-time enrollees (54%) complete bachelor’s degrees within four years of
high school graduation (Smith et al., 2017).
AP participation has been steadily rising as well, from more than 660,000 in the 2004
high school graduating class to approximately 1,700,000 for the 2017 class. Among all US high
school graduates, the number taking an AP exam rose from 21% in 2004 to about 38% in 2017
(Smith et al., 2017). The difficulty of AP courses is on par with that of introductory college-level
courses with content areas such as Math and English Language Arts being the significant
benchmarks for future success (Wyatt et al., 2011). Figure 5 provides the distribution of AP
English Language and AP English Literature Exam scores for students who met or exceeded the
28

SAT College Readiness benchmarks in critical reading and for those who have not (Wyatt et al.,
2011).
Figure 5
AP English Exam Data

Note. Student performance on English Advanced Placement. Exams by college readiness status
on the critical reading section. Reprinted from Scores data for the College Board, In College
29

Board, 2020, Retrieved August 14, 2020, from https://www.collegeboard.org/. Copyright 2020
College Board
For the AP Exams in Mathematics, Figure 6 shows the relationship between achieving
the college readiness benchmark on the SAT -Mathematics section and performance on relevant
AP Exams. Between 5 percent and 17 percent of those not meeting the SAT-Mathematics
benchmark scored a three or higher on an AP Calculus or AP Statistics Exam, compared to
between 61 percent and 83 percent for those who met the SAT-Mathematics benchmark (Wyatt
et al., 2011).
Figure 6
AP Calculus Exam Data

30

Note. Student performance on Math Advanced Placement Exams by college readiness status on
the math section. Reprinted from Scores data for the College Board, In College Board, 2020,
Retrieved August 14, 2020, from https://www.collegeboard.org/. Copyright 2020 College Board
The result, it appears that students who pass the AP Exam in English Language Arts or
Mathematics are likely to meet the section score benchmarks and complete college-level
coursework than students not passing the AP Exam and not meeting the benchmark (Wyatt et al.,
2011). Students who took AP classes and subsequently the AP Exam for the corresponding class
outperformed the students on college-ready benchmarks than students who did not take the AP
Exam. In the State of California, a curriculum program was introduced to give all students a path
to California State and University of California Schools acceptance, the program is known as A-
G course requirements
A-G Courses
A-G Course Requirements
The California Department of Education created a program through the University of
California school to ensure that all students who meet the minimum requirements would be
deemed ready for a California State or University of California School curriculum. A-G
requirements are for both the California State University Schools and the University of
California Schools (California, 2015). To be considered for admission to the University of
California (UC) or California State University (CSU) system, high school students must
complete all A-G courses with grades of C or higher. The A-G course curriculum includes 30
semesters of UC-approved college preparatory coursework in seven subject areas, and
completion indicates a high level of academic preparation (Betts, Zau, & Volz, 2013). Figure 7
31

lists California graduation requirements compared to California A-G requirements for the
University of California school and different criteria for the California State University schools.
Figure 7
A-G Course Requirements

Note. California Graduation Requirement compared to California A-G Requirements Reprint
from California Department of Education, In California Department of Education, 2020,
32

Retrieved August 14, 2020 from https://www.cde.ca.gov/. Copyright California Department of
Education
Students who complete college-preparatory courses in 9th grade begin a clear trajectory
that continues throughout high school. Compared with students who do not take fundamental
college preparatory courses in 9th grade, students who take these courses have a higher
probability of meeting the complete set of CSU and UC course requirements (Finkelstein &
Fong, 2008). The A-G course requirements are considerably more rigorous than the minimum
requirements set by the California Department of Education for attaining a high school diploma
(Betts et al., 2013). Students who fall off the college-preparatory track early in high school tend
to move ever further from a complete college-preparatory program as they progress through high
school (Finkelstein & Fong, 2008).
The University of California Schools have a more rigorous requirement in the History,
English, Mathematics, and Laboratory Science categories compared to the California State
University Schools. 11 UC-required college-preparatory courses must be completed before
senior year (California, 2015). Figure 8 is a comparison between minimum freshman
requirements for the California State University schools compared to the University of California
schools.

33

Figure 8
CSU/UC A-G Requirements Difference

Note. CSU/UC Comparison of Minimum Freshman Admission. Reprinted from University of
California, In University of California, 2020, Retrieved August 14, 2020, from
https://www.universityofcalifornia.edu/. Copyright by The Regents of the University of
California
One method for combating the low A-G course completion numbers is to have the high
school graduation minimum mirror the A-G minimum. The call to level the playing field by
requiring that all high school graduates complete the courses that make them eligible to attend
one of California’s two public university systems provides a bold vision of the future of
34

California education (Betts et al., 2013). In California’s high school graduating class for 2018,
one out of two graduates, nearly 50 percent, met requirements for admission to either the
University of California and or the California State University (California Dept of Education,
2018). Several districts, including San Diego Unified School District (SDUSD), Los Angeles
Unified School District (LAUSD), and the unified school districts of Oakland, San Francisco,
and San Jose, have adopted policies requiring that students complete the A-G course sequence to
earn a high school diploma (Betts et al., 2013). Since 2007, there has been more than a 30
percent increase in high school graduates eligible for UC and more than a 53 percent increase in
CSU eligibility (California Dept of Education, 2018). While there are school districts that align
graduation minimums with A-G minimums, in most districts, a student can graduate high school
and not meet the A-G minimums. The lack of alignment is one of the many factors that create
challenges in a student’s ability to be deemed college ready.
Challenges in Achieving College Readiness
Not all students have a clear path to being deemed college ready. Often students are
hindered by one or more factors, including deficits in Math, English Language Arts, and Science.
The decentralized nature of education in the United States in which states delegate authority to
more than 15,000 local school districts to design and direct programs of instruction may partly
explain the difference in what high schools offer and how well they prepare students for college
(Venezia & Jaeger, 2013). According to Bromberg and Theokas (2016), 57 percent of students
who did not take a college-ready curriculum were missing more than one requirement, with the
remaining 43 percent missing only one.
In schools across the nation, students who missed only one requirement, Math was the
most significant barrier, with one-third of these students missing the math requirement. High
35

school courses, such as Algebra, often teach content such as factoring equations by using rote
memorization of algorithms, rather than engaging students in problem-solving and critical-
writing exercises that develop both more in-depth knowledge of the content and analytical
thinking skills valued at the postsecondary level (Venezia & Jaeger, 2013).
Reading comprehension is the second barrier to achieving college readiness. Struggling
readers at the secondary level must overcome many challenges in order to succeed in school.
One obvious challenge is the disparity between their reading ability and the required reading
materials in middle and high school. Textbooks frequently lack flow, in that they are
inconsistently organized from chapter to chapter, lack good structure, provide insufficient
definitions of essential vocabulary, and require inappropriate skill demands of learners
(Mastropieri, Scruggs, & Graetz, 2003). The resulting consequences are that students fail to keep
up with grades in classes necessary to be deemed college ready.
In California, districts that are requiring all high school graduates to complete the courses
that make them eligible to attend one of California’s two public university systems, there is a risk
of a sizable drop in the graduation rate. One unintended consequence of the higher graduation
standard may be lower graduation rates, especially for some groups of students (Betts et al.,
2013).
Colleges use the SAT/ACT as a way to measure college readiness; by looking at the
SAT/ACT data, there are concerns with the college readiness of students. In 2012, only 25
percent of all ACT-tested high school graduates met the College Readiness Benchmarks in all
four subjects, while only 43 percent of all SAT takers met the SAT College & Career Readiness
Benchmark (Venezia & Jaeger, 2013). Students in schools across the nation are struggling to be
36

deemed college ready. The nature of public education in the United States creates a problem
where there is a lack of consistency from state to state, even district to district.
Conceptual Framework
This is a gap analysis project which utilizes Clark and Estes’ (2008) framework to
diagnose performance gaps in order to identify the cause of the organizational gap between said
organization’s stated goals and current performance. The analysis process will help to “survey
people, examine records, and observe work processes to determine what is necessary to achieve
goals” (Clark and Estes, 2008, p. 42), before identifying possible solutions for closing the gap.
The analysis process will examine what Clark and Estes (2008) call “The Big Three” (p.43),
referring to the identified stakeholder’s knowledge and skills, motivation to achieve, and
organizational barriers.
In this study, the Clark and Estes (2008) framework will be adapted in order for the
organization to identify their “Big Three” (p.43). The knowledge factors focus on what the
freshman class knows about the A-G course requirements and how to meet them. The motivation
factors examine students’ choice, persistence, and mental effort to meet the requirements in
taking A-G courses. The organizational factors focus on both the culture of the school and the
resources available to guide the students through. A-G course completion. In sum, this section of
the literature review will identify the assumed knowledge, motivation, and organizational factors
that will help the organization identify gaps in their stated goals and their current performance.
Stakeholder Knowledge, Motivation, and Organizational Influences
Knowledge and Skills
This section of the literature review will focus on the knowledge and skills incoming
freshmen will need to begin their path to A-G course completion. According to Krathwohl
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(2002), the revised Taxonomy is created with four categories for knowledge. The first category is
factual knowledge, which students must know to solve a problem. Second is conceptual
knowledge; students must choose what methods or tools to use. The third is procedural
knowledge, the process of how to do something. Fourth is metacognitive knowledge; this is a
student’s awareness of their cognition and how they achieve their goal. According to Clark and
Estes (2008), the performance gap is caused by one or more of three categories: knowledge and
skills, motivation, and organization. Looking at the four knowledge categories through the lens
of an incoming freshman, the administration can provide an idea of the origins in the A-G course
completion performance gap.
Declarative Factual Knowledge Influences
Krathwohl (2002), describes factual knowledge as the basic elements needed to know by
students to be familiar with discipline or to solve problems related to it. Furthermore, factual
knowledge is what the students need to know to complete the job or achieve a goal successfully
(Anderson, L. W., Krathwohl, 2001). The incoming freshman students need to have factual
knowledge about the A-G course completion requirements to build a plan for completion upon
graduation four years down the road.
Incoming Freshmen Need to Know What the A-G Course Completion Program Is.
Studies have compared students who are successful in school versus those who are not,
each of similar intellectual ability. When a student is given a learning task, successful learners
monitor and control their behavior by setting goals, use their prior knowledge, and developing a
plan of attack. In contrast, less successful students have less awareness of the factors that impact
learning and are less likely to take responsibility for their learning. (Dembo & Eaton, 2005).
According to Gua and Johnson (2007), too many students in California fail to complete the
38

pathway through high school to earn eligibility for acceptance to California State and University
of California Schools. One of the main factors is not knowing the requirements for the
completion of programs.
Conceptual Knowledge Influences
Conceptual knowledge is explained as the relationships among the fundamental elements
within the larger structure that allows them to function as a unit and organizes them in a way that
makes knowledge usable (Krathwohl, 2002). In addition to factual knowledge of the A-G course
requirement, the incoming freshmen need to know the relationship between courses offered and
A-G compliance to create an A-G compliant schedule.
Incoming Freshmen Need to Know the Relationship Between Courses Offered and A-G
Compliance
According to Shaw and McCrudden (2006), the implication is that prior knowledge is
connected to a subject aide encoding and retrieval processes. Highly effective learners possess
general problem-solving and critical-thinking scripts that enable them to perform well across
different domains. This knowledge serves as the basis for the development of expertise.
Therefore, it helps students use their prior knowledge when learning new information promotes
learning. Students entering high school as an incoming freshman must be aware of the
differences between the courses offered in a general master schedule. Often schools offer classes
that are not A-G compliant, and as a result, the lack of prior knowledge can hinder a student’s
ability to be A-G from the start of their freshman year.
Procedural Knowledge Influences
Clark and Estes (2008) explain that learning is increased when students acquire
component skills, practice them, and eventually learn when to apply the skill. Procedural
39

knowledge then becomes an understanding of how to get a task or goal accomplished (Anderson
& Krathwohl, 2001). Incoming freshmen must first become familiar with the registration process
of their new school and develop a mastery of the registrations process before attempting to select
classes.
Incoming Freshmen Need to Know How to Select Classes Offered That Are A-G Compliant
Shaw and McCrudden (2006) explain that to develop mastery; students must acquire
specific skills, practice implementing them, and know when to apply what they have learned.
Each student who goes through the registration process must be prepared with the skills and
knowledge of how to read the master schedule of classes, how to select the classes needed for
registration, and how to correctly fill out the registration form.
Metacognitive Knowledge
Metacognitive knowledge is an awareness of cognition, a person's mental action, or
understanding through their thoughts, which helps them solve problems and complete tasks
(Krathwohl, 2002). According to Anderson and Krathwohl (2001), students must develop a plan
for solving a problem with sub goals to be performed when solving the problem. For incoming
freshmen, they must break up their A-G course completion plan by years, starting with achieving
100 percent course completion by the end of their freshman year before moving on to the next
subgroup.
Incoming Freshmen Need to Know How to Plan Their Approach to an A-G Compliant Course
Schedule
Baker (2006) discusses how metacognition is broken up into two parts: knowledge and
control. For the student, the control component encompasses the strategies they use to make
cognitive progress, such as planning how to approach creating an A-G course completion plan,
40

evaluating progress as they move through the years completing each grade level, and making
changes or adjustments such as summer school if difficulties arise. Each student’s ability to have
an awareness about their thinking will affect how successfully their A-G plan is completed.
Table 2 shows the stakeholder’s influences and the related literature.
Table 2
Summary of Assumed Knowledge Influences on Incoming Freshman Students Ability to Achieve
the Performance Goal
Assumed Knowledge Influences Research Literature
Declarative Factual (terms, facts, concepts)
Incoming freshmen need to know what the A-
G course completion program is.

Dembo & Eaton, 2009; Krawthwohl, 2002;
Gua & Johnson, 2007; Anderson &
Krawthwohl, 2001
Declarative Conceptual (categories, process
models, principles, relationships)
Incoming freshmen need to know the
relationship between courses offered and A-G
compliance

Schraw & McCrudden, 2006; Krathwohl,
2002
Procedural
Incoming freshmen need to know how to
select classes offered that are A-G compliant

Clark & Estes, 2008; Anderson &
Krathwohl, 2001; Shaw and McCrudden,
2006
Metacognitive
Incoming freshman need to know how to plan
their approach to an A-G compliant course
schedule

Baker, 2006; Anderson & Krathwohl, 2001;
Krathwohl, 2002

41

Motivation
General Theory
Clark and Estes (2008) describe motivation is what gets people going, keeps them
moving, and gives people an idea of how much effort they should spend on a task. Furthermore,
they explain that there are three facets of a learner's motivation: active choice, persistence, and
mental effort. The active choice is when the intention is replaced with action. Persistence is the
ability to continue in the face of distraction and adversity. Mental effort is when people work
smart and develop new ideas. The chart below is a detailed description of Clark and Estes’
(2008) Three Facets of Motivated Performance, how active choice, persistence, and mental effort
all lead to increased performance.
Figure 9
Three Facets of Motivated Performance

Note. Motivation Gaps: Belief is (Almost) Everything. Three Facets of Motivated Performance.
Reprinted from Turning Research into Results by Clark and Estes, 2008. Copyright 2008
Information Age Publishing Inc.
42

Stakeholder Specific Factors
This section of the literature review will look at the six different underlying motivation
constructs that drive the three facets of motivated performance. These constructs are value, self-
efficacy, mood, interest, attribution, and goal orientation. The six types of motivation will affect
an incoming freshman's motivation in planning and creating an A-G course compliant schedule.
Ambrose (2010) explains motivation as the personal investment a student has in achieving an
outcome or goal. Student motivation influences their path, focus, intensity, and quality of the
work they produce in achieving their goals. Incoming freshmen must first decide that the A-G
path is their goal, they must then persist in the registration of those classes for four years, and
they must have the mental effort to work through the master schedule and select their classes.
Value
Students Need to Value Identifying Core and Elective Classes That Interest the Student in
Their Learning to Create a 4-Year Plan of A-G Course Completion
Value is seen as one of three ways in which people express their views about what they
think will make them effective (Clark & Estes, 2008). Most people use three different types of
values: interest value, skill value, and utility value, according to Eccles and Wigfield (1995).
Interest value is when a person will more easily choose what they find more interesting, skill
value is when people will do things that challenge a special skill, and utility value is chosen as a
result of the benefit of finishing a task (Eccles & Wigfield, 1995). Utility value will be the
primary value of focus for an incoming freshman when creating an A-G course compliant
schedule with the ultimate goal of being California State University and University of California
School eligible.

43

Self-efficacy
Students Need to be Confident That They Can Identify A-G Courses
According to Bandura (1997), a student's self-efficacy, which is a person's belief in the
ability to do something, has a direct impact on their motivation to achieve a goal. Self-efficacy is
seen as the most critical factor in a commitment to the task along with the quality of mental work
people put forth in completing those tasks. Clark and Estes (2008) suggest that when people do
not believe they can be successful, they will decide not to attempt a task or project. Self-efficacy
will play an important factor in incoming freshmen students' belief that they can identify the
proper classes on an A-G course schedule and continue on that path for their four years of high
school.
Students Feel Capable in Their Ability to Create an A-G Course Completion Plan for Their
Four Years of High School
Pajares (1997) describes how self-efficacy can enhance human accomplishment and their
wellness in several ways while influencing people's choices and course of action. Bandura
(1997) argued that a student's belief of competence is a critical factor in one's ability to act
intentionally and exercise control over their environment. Students' ability to feel capable of
creating an A-G course completion as a freshman will help in their path for the remaining time in
high school. Once a student feels capable, their mood and interest begin to change positively as
they progress in the course selection process.
Mood
Students Need to be Excited About the A-G Courses Offered
Clark and Estes (2008) explain mood as positive emotions such as happiness and joy,
which support their commitment to a task as well as negative emotions, such as anger and
44

depression, which hinder a person's commitment to a task. Bower (1995) researched the impact
of positive mood on a person's performance and created recommendations ways to support
positive emotions toward work. One of his suggestions, encouraging everyone such as school
faculty to be enthusiastic, supportive, and positive, can help the incoming freshmen have a better
mood during their selection of courses from the master schedule. With a positive mood about
their A-G course completion plan, the incoming freshmen will be more likely to see it through to
completion.
Interest
Students Need to be Interested in the A-G Courses Offered
Bandura (2006) describes the two types of interest: situational and personal. The situation
catches one's attention while the person keeps your attention, and, as a result, they act to
motivate us in a task. Interest value, according to Eccles and Wigfield (1995), states that people
will choose what interests them quicker and more comfortable than things that do not. Incoming
freshmen should have an interest in identifying qualifying classes that interest them on their path
to A-G course completion. An interest in the qualifying classes will increase the likelihood of a
positive mood and all the benefits that come with it.
Attribution
Students Attribute Their Success and Failure to Complete A-G Courses to Their Own Efforts
Anderman and Anderman (2006) describe how learning and motivation are increased
when students attribute success or failure to effort rather than ability. Incoming freshmen need to
attribute their ability to create a schedule to a feeling of success. When they can attribute that
feeling to success, they build upon that and continue the process year after year to reach their
goal of an A-G course compliant schedule upon graduation.
45

Goal Orientation
Students Need to be Interested in Completing the Achievement Minimums of A-G Course
Completion
Achievement goal theory, goal orientation. is an essential construct in helping people to
understand students' achievement goals, motivation, and engagement in academic situations
(Matos, Lens, Vansteenkiste, & Mouratidis, 2017). Furthermore, the discussion centers around
the idea of the combined pursuit of mastery and performance-approach goals in achieving
optimal motivation. Dweck (1986) suggests that students pursuing mastery goals are focused on
improving their abilities while gaining knowledge and understanding of a task while students
pursuing performance goals are focused on comparing favorably to others. Students who are
creating an A-G course compliant schedule should be focusing more on mastery goals and less
on performance goals. Each student's path to A-G course completion is individual and should
reflect their mastery of how to complete their path as opposed to competing with another student
in achieving a goal. Table 3 shows the stakeholder’s influences and the related literature.

46

Table 3
Summary of Assumed Motivation Influences on Incoming Freshman's Ability to Achieve the
Performance Goal
Assumed Motivation Influences Research Literature
Value
Students need to value identifying core and elective classes
that interest the student in their learning to create a 4-year
plan of A-G course completion

Clark & Estes, 2008; Eccles &
Wigfield, 1995

Self-Efficacy
Students need to be confident they can identify A-G course
Bandura, 1997; Clark & Estes,
2008
Self-Efficacy
Students feel capable in their ability to create an A-G course
completion plan for their four years of high school
Bandura, 1997; Pajares 1997
Mood
Students need to be excited about the A-G courses offered
Clark & Estes, 2008; Bower,
1995
Interest
Students need to be interested in the A-G courses offered
Bandura, 2006; Eccles &
Wigfield, 1995

Attribution
Students attribute their success and failure to complete A-G
courses to their own efforts.
Anderman & Anderman (2006)
Goal Orientation
Students need to be interested in completing the
achievement minimums of A-G course completion.
Matos, Lens, Vansteenkiste, &
Mouratidis, 2017; Dweck,
1986

Organization
Clark and Estes (2008), divide organizational influences into three areas: work process,
material resources, and value chains and value streams. The work process is explained by the
interactions of how people, equipment, and materials link together. Material resources are
explained as the physical resources such as supplies and equipment an organization would need
to achieve goals. Value chain and value stream are explained as a look at how the organization's
47

departments interact, what they accomplish together, and what systems are most influential in
achieving the organization's goals. The two areas discussed in this section of the literature review
will be utilized from Galimore and Goldenburg (2001) cultural setting and cultural model.
Cultural Models
There is a Culture in the Organization That Promotes Preparing Students for a Path to A-G
Completion in an Effort for the Student to Meet the Minimum Requirements to Apply to Cal
State and The University of California Schools
Work culture is present in our minds, whether we think it or not, about who we are, our
values, and what we do as a school. Organizational culture is the most important process because
it sets the tone for how we, as a staff, work together to accomplish the goals of the school (Clark
& Estes, 2008). Furthermore, culture describes the core beliefs and processes learned as people
grow and develop within the organization over time. Gallimore and Goldenberg (2001) suggest
that culture can be used more practically if it is divided into two key ideas: cultural settings and
cultural models, with the belief that these ideas have implications for improving achievement.
The mission statement of William Theodore High School describes how they want to be a center
for powerful teaching and learning with rigorous academics. The cultural setting and cultural
model play an important role in the efforts of the school and staff in achieving their goals of
having their student’s graduate college ready.
There is a Culture of Resistance to Organizational Change with The Curriculum That Will
Not Allow for the Adoption of an A-G Course Completion Plan
Gallimore and Goldenberg (2001) define a cultural model as an identity that has
historically evolved in a community or organization. They are seen as the way things are and
should be in an organization, a common understanding of how the organization works. Cultural
48

models are developed gradually over time through shared experiences. Gallimore and
Goldenberg (2001) explain how the cultural model helps shape the way a school is structured,
including policies, procedures, reward systems, and overall practices of the school.
Rueda (2011) explains that a cultural model can be so familiar that they are often
unnoticed by those who hold them. Clark and Estes (2008) explain that cultural patterns can be
changed by changing the environment they work in. William Theodore High School has a
cultural model that is not working with regards to their A-G course completion rates. A
continuation of doing things the way they have always been done will not yield improvement
results, both the administration and faculty must look to change the cultural model to improve
student success.
Cultural Settings
There Needs to be an Organization Plan to Address the Low A-G Course Completion
Rueda (2011) describes a cultural setting as a place where there is an intersection of
policy and practice relating to the interests of the organization. Gallimore and Goldenberg (2001)
explain that a cultural setting occurs when two or more people come together to accomplish a
goal. Both descriptions of the setting apply to a school as an organization. Each school is a
unique organization with school-wide policies that affect the cultural setting as well as individual
faculty policies, which has an impact on the organization's cultural setting. For the incoming
freshmen, they are entering a school cultural setting that can have an impact on their ability to be
successful. Clark and Estes (2008) explain that when an organization has inadequate processes or
are misaligned with their goals, there is a risk of failure. Will the policies being implemented
place them in the best situation to be A-G compliant by graduation, or will they have to
overcome challenges? The cultural setting of a school is one of two components vital to the
49

success of an organization; the other is the cultural model. Table 4 shows the stakeholder’s
influences and the related literature.
Table 4
Summary of Assumed Organization Influences on Incoming Freshman's Ability to Achieve the
Performance Goal
Assumed Organization Influences Research Literature
Author, Year; Author,
Year.
Cultural Model
There is a culture in the organization that promotes preparing
students for a path to A-G Completion in an effort for the student
to meet the minimum requirements to apply to Cal State and the
University of California Schools.
Clark and Estes, 2008.
Gallimore and
Goldenberg, 2001

Cultural Model
There is a culture of resistance to organizational change with the
curriculum that will not allow for the adoption of an A-G course
completion plan
Rueda, 2011; Clark and
Estes, 2008. Gallimore
and Goldenberg, 2001
Cultural Setting
There needs to be an organization plan to address the low A-G
course completion
Rueda, 2011; Clark and
Estes, 2008. Gallimore
and Goldenberg, 2001

Summary
The purpose of this gap analysis is to identify the knowledge, motivation, and
organizational factors that will affect the incoming freshman's ability to select a course schedule
that is A-G course compliant. They will need to continue that path for the next four years to be
eligible to apply to California State and the University of California Schools. These factors,
listed in Tables 2, 3, and 4, serve as assumed causes that will be verified
through instruments like surveys, interviews, and document analysis to determine why the
schools A-G course completion numbers are low. Next, Chapter Three will describe the
50

methodology of the data collection and validation process that was used to determine what is
affecting the school's low A-G course completion numbers.

51

Chapter Three: Methodology
Purpose of the Project and Questions
The purpose of this project is to conduct a gap analysis to examine the root causes of
William Theodore High School’s problem of low A-G course completion upon graduation.
While a complete gap analysis would focus on all stakeholders at William Theodore High
School, for practical purposes, the stakeholders to be focused on in this analysis are the students
of William Theodore High School, specifically the incoming freshman. The analysis will focus
on causes for this problem due to gaps in the areas of student knowledge and skills, motivation,
and organizational resources that influence student decisions. The analysis will begin by
generating a list of possible or assumed influences that will be examined systematically to focus
on actual or validated causes.
The questions that will guide this gap analysis are the following.
1. What are the knowledge and skills, motivation, and organizational influences that
interfere with William Theodore High School’s 9th Grade students’ goal that by
June 2021, all 9th Grade students will pass with a grade of C or better in all A-G
required classes for the Fall 2020 semester and Spring 2021 semester per the four-
year A-G course completion requirement?
2. What are the recommended knowledge and skills, motivation, and organizational
solutions to achieving the goal of one hundred percent A-G course completion
with a grade of C or better by graduation?
Conceptual and Methodological Framework
Clark and Estes’ (2008) gap analysis framework will be used for both the conceptual and
methodological framework of this A-G course completion study. This framework will provide
52

the processes to use research and data to identify and construct organizational problems affecting
their A-G course completion rates. To identify the areas of concern, this study will look at the
incoming freshmen knowledge and skills, motivation, and organizational factors (Clark & Estes,
2008). Looking at areas of concern will allow the organization to apply the research and its
accompanying solutions to practice.
The Clark & Estes (2008) improvement model is being used in this study as the
adaptation of the framework. The improvement model is used when there is a gap in achieving
goals, such as the A-G course completion rates at William Theodore High School. As part of the
improvement model, a knowledge and skill, motivation, and organizational needs assessment
will be studied to create a plan of action for the organization the close the A-G course
completion achievement gap.
The Clark and Estes (2008) model below in Figure 10 illustrates the steps of the Gap
Analysis Process.

53

Figure 10
GAP Analysis Process

Note. Gap analysis process model Reprinted from Turning Research into Results by Clark and
Estes, 2008. Copyright 2008 Information Age Publishing Inc.
Assessment of Performance Influences
Chapter Two literature review identified the knowledge, motivation, and organizational
influences that will affect the incoming freshmen as they try to create an A-G course compliant
schedule. The focus of this study is to analyze the areas where the incoming freshman can create
a plan to complete their A-G course completion plan and help the administration and staff of
William Theodore High School reach their stated goals for the A-G course completion rate.
Chapter Three of the study outlines the qualitative methods that will be used to assess the KMO
needs, including interviews and document analysis.
Knowledge Assessment
The literature review in Chapter Two was used to describe the list of assumed knowledge
needed by the incoming freshmen to create an A-G course complaint schedule. It will serve as a
reference point from which the interviews and document analysis were pulled from. The factual,
54

conceptual, procedural, and metacognitive knowledge survey items consisted of multiple-choice
questions using Anderson and Krathwohl’s (2001) revised taxonomy table. The survey items are
part of a document analysis used as a piece of existing data from William Theodore High School
accreditation process for the Western Association of Schools and Colleges (WASC) during the
2019-2020 school year.
Maxwell (2013) served as a guide for writing the interview questions that cover the four
knowledge areas: Factual, conceptual, procedural, and metacognitive. The interview questions
ask the incoming freshmen about their knowledge of the A-G course completion program. That
knowledge consists of being able to identify the goal of the program, the requirements to
complete the program, and how to identify classes within the program. Table 5 is an overview of
the assumed knowledge gaps for the incoming freshmen listed with survey and interview
questions.

55

Table 5
Assumed Knowledge Causes and Solutions for Identifying Core and Elective Classes Yearly That
Interest the Student in Their Learning and Create a 4-year Plan of A-G Course Completion

Assumed Knowledge Causes

Interview Questions

Documents
Factual: Incoming freshman
needs to know what the A-G
course completion program is.
Tell me what the primary goal of the
A-G course program is.

Can you describe for me at least one
requirement for A-G Course
Completion?

Can you tell me the minimum grade
you need in order to pass an A-G
class?

Tell me what you think the differences
are between being A-G compliant for
graduation and meeting the
requirements to graduate from San
Dimas.
2019/2020
WASC Self-
Study Report

A-G Course
Requirements
Chart

A-G Completion
Information Sheet

School Handbook
Conceptual: Incoming freshman
need to know the relationship
between courses offered and A-G
compliance
Tell me which A-G compliant classes
you can take as a freshman are?

2019/2020
WASC Self-
Study Report

Course Schedule
Procedural: Incoming freshman
need to know how to select
classes offered that are A-G
compliant
Describe for me where you can find
information about the A-G program
and its requirements.
2019/2020
WASC Self-
Study Report

A-G
Requirements
Chart
56

Metacognitive: Incoming
freshman need to know how to
plan their approach to an A-G
compliant course schedule
Of the six classes you take as a
freshman, can you tell many how
many you need to be A-G compliant
in order to be on pace for graduation.
2019/2020
WASC Self-
Study Report

A-G
Requirements
Chart

Motivation Assessment
The literature review in Chapter Two is used to describe the list of motivational
influences needed by the incoming freshmen to create an A-G course complaint schedule. The
assumed motivational causes for the incoming freshman are value, self-efficacy, mood, interest,
attribution, and goal orientation. The survey items consisted of multiple-choice questions using
Anderson and Krathwohl’s (2001) revised taxonomy table. The survey items are part of a
document analysis used as a piece of existing data from William Theodore High School
accreditation process for the Western Association of Schools and Colleges (WASC) during the
2019-2020 school year.
Clark and Estes (2008) describe motivation is what gets people going, keeps them
moving, and gives people an idea of how much effort they should spend on a task. Maxwell
(2013) served as a guide for the interview questions that cover the six motivational influences
used in the data collection for the stakeholders. The interview questions ask the incoming
freshmen about their motivation in working through the A-G course completion program. The
motivation looks at what is important to the student, how they feel about their ability to complete
an A-G course program, what interests them, and what their goal is upon graduation with regards
to their college aspirations.
57

Table 6 is an overview of the assumed motivational influences for the incoming freshmen
listed with interview questions and documents for data collection.
Table 6
Assumed Motivation Causes and Solutions: Students will Identify Core and Elective Classes That
Interest the Student in their Learning and Create a 4-year Plan of A-G Course Completion

Assumed Motivation Causes

Interview Questions

Documents
Value: Students need to value identifying
core and elective classes that interest the
student in their learning to create a 4-year
plan of A-G course completion
How important is it for you to
select classes that are A-G?
2019/2020
WASC Self-
Study Report
Self-Efficacy: Students need to be
confident they can identify A-G course
How do you feel about your
ability to create an A-G
compliant course schedule?
2019/2020
WASC Self-
Study Report
Self-Efficacy: Students feel capable in
their ability to create an A-G course
completion plan for their four years of
high school
What do you believe are the
reasons why you feel you could
create an A-G course compliant
schedule?

N/A
Mood: Students need to be excited about
the A-G courses offered
What would make you excited
about selecting A-G courses?
2019/2020
WASC Self-
Study Report
Interest: Students need to be interested in
the A-G courses offered
What A-G classes are you most
interested in as a freshman?
2019/2020
WASC Self-
Study Report
Attribution: Students attribute their
success and failure to complete A-G
courses to their own efforts.

What do you believe are the
reasons why you feel you could
create an A-G course compliant
schedule?

Goal Orientation: Students do more than
the required minimums to graduate high
school.
What is your main goal for
graduating high school?
2019/2020
WASC Self-
Study Report

58

Organization/Culture/Context Assessment
The literature review in Chapter Two is used to describe the list of organizational causes
and solutions affecting the incoming freshmen to create an A-G course complaint schedule. The
assumed organizational causes described by Gallimore and Goldenberg (2001) for the incoming
freshmen are the cultural model and the cultural setting. The survey items consisted of multiple-
choice questions using Anderson and Krathwohl’s (2001) revised the taxonomy table. The
survey items are part of a document analysis used as a piece of existing data from William
Theodore High School accreditation process for the Western Association of Schools and
Colleges (WASC) during the 2019-2020 school year.
Gallimore and Goldenberg (2001) explain a cultural model as an identity that has
historically evolved in a community or organization while a cultural setting occurs when two or
more people come together to accomplish a goal. Maxwell (2013) served as a guide for the
interview questions that cover the two organizational causes used in the data collection for the
stakeholders. The interview questions ask the incoming freshmen about the organizational
processes in place, which will help them complete the A-G course completion program. The
organizational causes explore what materials are present in classrooms if there is a plan in place
for them to be supported in their A-G course completion path.
Table 7 is an overview of the assumed organizational causes and solutions affecting the
incoming freshmen listed with interview questions and documents for data collection.

59

Table 7
Assumed Organization Causes and Solutions for Identifying Core and Elective Classes Yearly
That Interest the Student in their Learning and Create a 4-year Plan of A-G Course Completion

Assumed Organizational Cause

Interview Questions

Documents
Cultural Model: There is a culture of
resistance to organizational change with
the curriculum that will not allow for
the adoption of an A-G course
completion plan
When you walk into classrooms,
do you notice the teacher's A-G
chart?
2019/2020
WASC Self-
Study Report

Classroom
walkthrough
notes
Cultural Model: There is a culture in the
organization that promotes preparing
students for a path to A-G Completion
in an effort for the student to meet the
minimum requirements to apply to Cal
State and the University of California
Schools.
Do you feel like the teachers,
counselors, and administration
are encouraging you to be A-G
compliant in either your
schedule or achieving the
minimum grades to be
compliant?
2019/2020
WASC Self-
Study Report

Cultural Setting: There is a lack of an
organization plan to address the low A-
G course completion
Do you feel like the teachers,
counselors, and administration
have a plan for your success in the
A-G course completion program?

N/A

Participating Stakeholders and Sample Selection
The stakeholder group of focus for this study will be the incoming freshman class at
William Theodore High School, who represents the first opportunity to affect the organization's
A-G course completion rate. The incoming freshmen have the largest grade-level student
population of 340, which is 25.3% of the total school population of 133 individuals.
Sampling
60

The criteria that will be used in the sampling for this study are to interview enough
participants to the point of saturation. Creswell (2009) describes the interview protocol as a face
to face or phone interview, which is unstructured with open-ended questions intended to elicit
views and opinions from the participants. Furthermore, the number of interviews needed comes
from the theory of saturation, which is categorized as the point at which the data collection
process no longer offers any new or relevant data.
The sample for this study will be the incoming freshman class at William Theodore High
School. The University of California Schools A-G requirements have four-year course
completion requirements. The result is the need to focus on the incoming freshman utilizing data
collection and interviews. The incoming freshman class for the 2019-2020 school year will be
utilized for the WASC Self-Study survey as well as being used for the interviews. According to
Creswell (2009), a total population sample size of 340 people would suggest around 15
interviews to be considered a valid sample size to reach saturation.
Recruitment
Following the University of Southern California Institutional Review Board (IRB)
approval, participants will be solicited by email for all interviews by the school secretary (see
Appendix A). Freshman students are minors and cannot give consent to the interview. As such,
the email will go to a parent for signature consent. The email will consist of a link to a Google
document where the parent will be directed to a consent form for participation (see Appendix B).
The consent form will explain in detail the parameters of the study and what will be asked of the
student. The parent will have the opportunity to sign the consent form electronically. Once the
consent form is completed, the next steps in securing the interview will take place by setting up a
time and place for the student to the interview.
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Instrumentation
The instrumentation used for this study will be a document analysis of the data collected
from the WASC Self-Study report and a semi-structured interview protocol.
Interview Protocol Design
This gap analysis study utilized Creswell (2009) as a guide for the interview protocol,
which includes; a heading, instructions for the interview to follow, the questions, probes for the
questions, space between questions to record, and a final thank you statement. The questions will
cover the assumed causes for knowledge, motivational, and organizational goals in achieving the
A-G requirements. A semi-structured interview guide was created using 17 items to understand
the assumed KMO influences revealed in Chapter Two that had an impact on A-G course
completion rates. Interviews will be transcribed and kept on a password-protected computer file.
Document Analysis Design
For the purpose of this study, document analysis will be utilized by examining existing
and publicly available survey data collected as part of the school WASC accreditation process
during the 2019-2020 school year.
All 340 incoming freshman students were given an opportunity by the administration to
fill out a survey consisting of questions related to the A-G course completion program. The
survey was anonymous and voluntary, with 291 students responding. Other publicly available
documents, such as the school’s website, student manuals, and printed artifacts, will be
examined. The criteria for examining the documents are the influences revealed in Chapter Two
formalized as a checklist and the extent to which the influence is present or not in the documents.
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Data Collection
Interviews
The incoming freshman students utilized in the WASC Self-Study survey for the 2019-
2020 school year will also be used to draw from for the interviews. The 15 interviews will be
conducted over four school days in the media center, which is located on campus. The media
center is a common area for all students and staff; it is utilized for multiple purposes throughout
the school year and is seen as a safe space for all students and faculty. Following Creswell
(2009) interview protocol, all interviews will be in person, face to face, in a quiet and private
setting. The media center has two small conference rooms for privacy that can be utilized. Each
interview will begin with the interviewer following the official interview protocol, according to
Creswell (2009), by describing the purpose of the interview and gaining verbal consent from the
participant to use an audio recording of the interview. Each interview will last approximately 20-
30 minutes in length. During the interview, participants will be asked questions from the
interview protocol (see Appendix C). Upon the completion of the interviews, participants were
asked permission for follow up if needed and thanked for their time. Interviews were then
transcribed and kept on a password secured computer.
Document Analysis
The main form of document analysis will be the examination and analysis of the 2019-
2020 WASC Report, which included an A-G Requirements survey that was given to the
incoming freshmen. An analysis will also be conducted to review traditional school-wide
documents such as course schedules, A-G information guides and charts, and other useful
resources that the school utilizes in preparing its students to be A-G compliant. An analysis of
the A-G campus progress report for the 2018-2019 year will be utilized. A document analysis
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walkthrough will be done of all classrooms, counselor's offices, assistant principal offices,
principal's office, and common areas on campus to study where the A-G chart is posted for
students to see. The walkthrough will be during after school hours when no teachers or students
are present in the classroom. A copy of the A-G Requirements chart utilized by the school can be
accessed in Appendix D. These documents provided additional evidence for the KMO needs
assessment.
Data Analysis
Interviews
For interviews, the data analysis process will begin with reading the digital. transcripts
created from the audio recording of the 14 interviews and make any grammar and punctuation
corrections to the document. The second step in the review process will be taking data from the
transcripts and code them using symbols that represent the KMO categories derived from the
influences identified in Chapter Two. The coding process and subsequent results of the data
analysis will guide the solutions and strategies to close the identified KMO gaps. The data for the
interviews will be kept confidential, and personal information will be de-identified.
Documents
For documents, the data analysis process will begin with collecting documents utilized in
the school to provide support for completing the A-G requirements. The second part will be to
analyze the percentage of classrooms that have the A-G chart listed and analyze the placement of
the chart in the classroom. The third step in the document analysis will be to look at the survey
data from the 2018-2019 WASC Self-Study report, which asks incoming freshmen about the A-
G knowledge. The data from the WASC report will be broken down into the appropriate KMO
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categories to guide solutions and strategies to close the identified KMO gaps. The results of the
data collected and analyzed will be presented in the findings section of Chapter Four.
Trustworthiness of Data
In order to maintain the credibility and trustworthiness of this study, various safeguards
will be taken to protect the credibility and trustworthiness of this study. First, with different
sources of data and data collection methods being used, the data will be triangulated. Fourteen
interviews will be conducted, the WASC 2018-2019 report survey and multiple documents will
be analyzed, which will result in a sufficient engagement in the field and saturation of data
(Merriam & Tisdell, 2016). Next, interviews will be digitally transcribed through a data
transcribing service to ensure the validation and accuracy of data collection (Creswell, 2009).
Thinking of other possible threats to validity, the interviews will be done by a person who is not
seen as an authoritative person on campus from the student perspective.
Role of Investigator
The investigator in this study is an employee of the school district, a faculty member on
campus in the capacity of a teacher and a graduate student. Permission to conduct the study will
be obtained by the investigator from three areas: the IRB at the University of Southern
California, the Assistant Superintendent of Student Services for the school district, and the
principal of William Theodore High School. The investigator will pick the sample for the study,
collect surveys, organize the document analysis data, and conduct data analysis
The recruitment of the student sample will be done by an administrative assistant, who is
not a direct report to the investigator. The administrative assistant will email the parents, supply
the consent form, and collect permission to interview the students during school hours. Next,
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once permission is authorized, the investigator and the administrative assistant will coordinate
the time, day, and place of the interviews.
The interviews will be conducted by an independent non-district affiliated USC Rossier
graduate student with permission to be on campus from the IRB at the University of Southern
California, the Assistant Superintendent of Student Services for the school district, and the
principal of William Theodore High School. The investigator will be the main person of contact
for the study for all secondary individuals involved. The investigator will report the findings and
discussion in Chapters Four and Five.
Limitations and Delimitations
The limitations of this study are that only one of the two high schools in the district will
be represented in the study. The study limits itself to one high school due to the A-G
requirements in place at one school are not the same at the other. The district office allows each
school its own methodology for achieving its A-G course completion percentages. Strategies and
solutions for one school will not translate to potential success to the other high in the district. To
achieve an increase in the A-G course completion score, the other high school in the district
would have a separate gap analysis completed.
The delimitation of this study is that the participants will be narrowed down to the
freshman population. The second delimitation will be the focus on freshman English Language
Arts courses as a result of this category is the only four-year A-G course requirements. Lastly,
this gap analysis study would have benefited from studying all four grade levels and how their
A-G course completion path is affected throughout their high school career.

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Chapter Four: Results and Findings
This chapter aims to report the findings from data collected related to the assumed knowledge
influences, assumed motivational influences, and assumed organizational influences creating a
gap in the current A-G course completion rate compared to William Theodore High Schools (a
pseudonym) stated goals. Multiple sources of data were collected to assess the assumed KMO
causes identified in chapters two and three. The gap analysis approach (Clark & Estes, 2008) will
provide the method for analyzing the KMO challenges and obstacles in achieving the
organization's stated A-G course completion goals. This will lead to the identification and
suggestion of solutions that the school site and district office can use to implement a plan for
improvement. Qualitative data was collected by conducting interviews, school site observations,
and using the existing WASC Self-Study report as a data analysis source. The results have been
organized into corresponding assumed knowledge, motivation, and organization categories
Participating Stakeholders
The primary stakeholder group that participated in the study were the freshman class of
the 2019-2020 school year at William Theodore High School. The freshman class is critical to
the increase in the A-G course completion rate as they are the first of the grade levels that can
impact the overall A-G completion rate. The fourteen freshman students interview included eight
female students and six male students. Table 8 illustrates the demographic data available for the
students.

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Table 8
Demographic Gender and Age Distribution of Student Interview Participants.
Student Participant Demographics Count Percentage
Female 8 57.1%
Male 6 42.9%

Determination of Assets and Needs
This gap analysis study utilized three sources of data: interviews, physical school site
observation, and documents from the organization's current WASC Self-Study report. The
document analysis consisted of a WASC Report Self-Study survey asked by the organization's
WASC team during registration for the 2019-2020 school year. Each grade level received an
individualized WASC Report Self-Study survey. For this study, the primary stakeholder was the
freshman class; as a result, only existing data related to their class level was analyzed. The
school site observation consisted of a physical walkthrough looking for specific documentation
pertaining to A-G course requirements. The purpose of the data analysis was to look at the
organization's current WASC Self-Study report, which included a WASC Report Self-Study
survey conducted during registration for the 2019-2020 school year and given to the incoming
freshman during the time of registration. The survey was part of a data collection for the
organization WASC Self-Study. The WASC Report Self-Study survey was conducted and
written for Chapter 2, Student Community Profile, as an indication of the graduating students'
college readiness upon graduation, specifically looking at the schools' A-G course completion
data. In reviewing the documents for KMO influences, the threshold for the need for
improvement for the WASC Self-Study survey was 85% response rate of the 291 student
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responses for all sections of the KMO assumed influences. The WASC Self-Study survey data
results were triangulated with the interview questions.
Chapter Three provides the interview questions for assumed KMO causes. Interviews
were conducted for fourteen freshmen from the 2019-202 school year. Each interview was 20
questions and lasted, on average, 35 minutes, which was recorded and transcribed. Interviews
were used to confirm or challenge the WASC Self-Study survey results. Interview responses
were conducted to the point of saturation with the majority of the responses; the final was
fourteen students. The interviews resulted in emerging themes; each interview was analyzed and
color-coded as they related to the assumed gaps, green for determined and red for not
determined. When multiple participants had positive outcomes to the assumed cause, it was not
considered for an improvement suggestion. However, in some cases, a minority opinion of voice
was considered for confirming a valid issue in the assumed causes if a pattern emerged. The
interviews had a threshold of 85.7% (12 of 14) for the need for improvement but carried less
weight than the WASC Report Self-Study survey due to the smaller number of participants.
School site observation walkthroughs were conducted to assess the assumed organizational
causes, specifically the cultural model and setting. A walkthrough of all 57 classrooms was
conducted to check for A-G course requirement documentation in the classroom, and the
placement of the documentation in the room for students to see. The observation had a threshold
of 100% for the need for improvement. The observation for the assumed organizational
influences was triangulated with the data from the interview and data analysis to provide an
analysis of the organization's gaps in achieving their A-G course completion goal.
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Results and Findings for Knowledge Causes
For the 2019-2020 school year, the incoming freshman class had their knowledge about
the A-G course completion requirements assessed using interviews and document analysis of
existing WASC Self-Study report data. The results were used to assess whether the assumed
knowledge causes should be considered for improvement.
Factual Knowledge
Influence 1
Incoming freshmen need to know what the A-G course completion program is.
Interview Findings. Participants were asked the following questions regarding their
factual knowledge of the A-G course requirements.
1. Tell me what the main goal of the A-G course program is.
2. Can you describe for me at least one requirement for A-G Course Completion?
3. Can you tell me the minimum grade you need to pass an A-G class?
4. Tell me what you think the differences are between being A-G compliant for graduation
and meeting the requirements to graduate from William Theodore High School.
Assessing the student responses to the first question about the main goal of the A-G course
program, only 1 out of 14 (7%) students were able to accurately describe the relationship
between A-G and the ability to apply to CUS/US school upon graduation. The threshold for
being considered an asset was not met. Students who responded incorrectly gave responses that
suggested A-G course requirements dealt with being ready to go college or graduate high school
but did not specifically mention the CSU/UC component. An example of an incorrect response
comes from Participant 1, who stated, "It's to graduate high school and hopefully get into a good
college." Another incorrect response came from Participant 12, saying, "The main difference, I
70

think, is that to graduate. You don't need to take a language, but for A-G requirements, you have
to take a foreign language." While Participant 10 incorrectly stated, "So it gets you prepared for
what you're going to face in like University and like it's basically like a requirement to help you
with getting into University and stuff." The only correct response was from Participant 5, who
stated, "To take the classes, you need to pass high school and are required to apply to the UC
school."
Assessing student responses to the second question asking them to describe at least one
requirement for the A-G course completion program, all 14 (100%) students were able to
identify at least one requirement for the A-G course completion program. The threshold to be
considered an asset was met. The most common response with 11 of 14 (78.5%) students
identifying the four-year English Language Arts completion requirement. Participant 4 answered
correctly with multiple correct requirements, including the English Language Arts requirement
by stating, "4 years of English, 3 years of math, college prep elective, art elective, 2 years of
social science, 2 years of foreign language and recommend 3 years of a foreign language."
Participant 9 correctly stated, "You need four years of English. I think three years of math, two
years of, two years of performing arts, and that's about all I can remember." Participant 14
responded correctly while foreshadowing the next question, "For English, get a C or above for all
four years, I think, yeah." Finally, Participant 11 correctly stated, "I only need four years of
English, and then like two years of a foreign language."
Assessing student responses to the third question asking them to identify the minimum
grade to pass an A-G course, 12 of 14 (85.7%) students were able to identify the correct answer
of a grade of C. The threshold to be considered an asset was met. The only two students to
misidentify the correct response was Participant 6, who stated, "I believe it is a D." and
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Participant 13, who said, "I think it's a deep plus. No. Actually, that's right. I think." Correct
responses came in the form of statements such as Participant 10, who stated, "C or better," or
Participant 9, who said, "I think it's a C."
To assess student responses to the fourth question and describe the difference between
the A-G course completion program requirements versus the minimum requirements to graduate
from William Theodore High School, student responses for this question showed that 3 of 14
(21.5%) students understood the difference between the two requirements. The threshold for
being considered an asset was not met. Participant 3 gave a response about the Foreign Language
component that was common among those who answered correctly by stating, "One requirement
is SDHS doesn't need a foreign language while most colleges do.". In contrast, Participant 12
said correctly, "The main difference, I think, is that to graduate. You don't need to take a
language, but for A through G requirements, you have to take a foreign language." Participants
that answered incorrectly were from Participant 10, who stated, "I don't really have the answer
for that… So I guess I believe that like, they're the same thing, but like, except like some, some
universities require a bit more effort." Participant 6 stated, " harder to get into college if you
don't meet the requirements."
Observation. No observations were made for this influence.
Document Analysis. Documents reviewed for this influence include the 2019-2020
WASC Self-Study report, Chapter 2 Student Community Profile, referencing the freshman A-G
course completion WASC Report Self-Study survey. Student responses demonstrating their
knowledge in the following areas are shown in Table 9.

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Table 9
Data Analysis Results for Factual Knowledge of Identifying Details About the A-G Completion
Program for Incoming Freshmen
Knowledge of ... Correct responses
(n = 291)
Percentage Correct
AG course requirements program details 218 74.9
A-G course requirements for completion 248 85.2
Minimum passing grade for A-G courses 222 76.3
WTHS graduation requirements compared to
A-G course requirements
204 (Social Science)

253 (English
Language Arts)
70.1 (Social Science)

86.9 (English
Language Arts)

Assessing student responses to Question 1 describing the AG course requirements
program details were 218 correct responses (74.9%). The threshold for being considered an asset
was not met. Assessing student responses to Question 2 describing what the A-G course
requirements for completion are, there were 248 correct responses (85.2%). The threshold for
being considered an asset was met.
Assessing student responses to Question 3 describing what the minimum passing grade
for an A-G course is, there were 222 correct responses (76.3%). The threshold for being
considered an asset was not met.
Assessing student responses to Question 4 comparing the organization's graduation
requirements to the A-G requirements saw them identify one of the responses correctly and one
incorrectly. The students needed to be able to identify that both years of Social Science and four
years of English Language Arts are requirements for A-G compliance and graduation minimum
requirements. The student responses for the two years of Social Science requirement were 204
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correct responses (70.1%). The threshold for being considered an asset was not met for this
portion of the question. Student responses for identifying the four years of English Language
Arts requirement were 253 correct responses (86.9%). The threshold for being considered an
asset was met for this portion of the question. Overall, for this question, the students were only
able to answer one of the two correctly; this results in the question as a whole, not meeting the
threshold.
Summary. The assumed influence was that incoming freshmen need to know what the
A-G course completion program is. Participants were asked the following questions regarding
their factual knowledge of the A-G course requirements.
1. Tell me what the main goal of the A-G course program is.
2. Can you describe for me at least one requirement for A-G Course Completion?
3. Can you tell me the minimum grade you need to pass an A-G class?
4. Tell me what you think the differences are between being A-G compliant for graduation
and meeting the requirements to graduate from William Theodore High School.
Based on the overall results of the interview and documents of the WASC Report Self-
Study surveys where neither the interviews nor the WASC Report Self-Study surveys met the
threshold requirements to be considered an asset for all four components of the question, an
improvement is required for this influence. Student response thresholds for WASC Report Self-
Study survey and interviews to determine assets versus needs are shown in Table 10.

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Table 10
Data Analysis Results for Factual Knowledge Thresholds and Asset Versus Need Determination
for WASC Report Self-Study Survey and Interview Results.
Knowledge of ... Percentage
Correct
Survey

Percentage Correct
Interview
Asset
or
Need
AG course requirements program
details
74.9 7% Need
A-G course requirements for
completion
85.2 100% Asset
Minimum passing grade for A-G
courses
76.3 85.7 Need
WTHS graduation requirements
compared to A-G course requirements
70.1 (Social
Science)

86.9 (English
Language Arts)
21.5 Need

Conceptual Knowledge
Influence 2
Incoming freshmen need to know the relationship between courses offered and A-G
compliance.
Interview Findings. Participants were asked the following question regarding their
conceptual knowledge of the A-G course requirements; "Tell me which A-G compliant classes
you can take as a freshman are." Assessing student responses to the question asking them to
identify A-G compliant classes they can take as a freshman, student responses showed 14 of 14
(100%) students were able to identify an A-G compliant class for freshman correctly, specifically
English Language Arts being the most common answer. Participant 3 stated, "They're English,
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Math, Science, History and performing arts," while Participant 11 said, "Integrated one. I mean,
I'm pretty sure AP human geography counts to and then like Spanish and French." Participant 14
stated correctly, "English, math, and history." Participant 7 echoed the same responses as the
other by saying, "English, math, social studies, science, language, and an elective."
Observation. No observations were made for this influence.
Document analysis. Documents reviewed for this influence include the 2019-2020
WASC Self-Study report, Chapter 2 Student Community Profile, referencing the freshman A-G
course completion WASC Report Self-Study survey. Student responses to the conceptual
knowledge question about what A-G compliant classes can be taken by freshman were 282
correct responses (96.6%) identifying English Language Arts with 207 correct responses (70.1%)
identifying Social Science.
Summary. The assumed influence that incoming freshmen need to know the relationship
between courses offered and A-G compliance was determined to be an asset by the WASC
Report Self-Study survey and the students' interview responses. The students were able to meet
the thresholds for both the WASC Report Self-Study survey at 96% for identifying English
Language Arts and for the interview with 100% accuracy for identifying English Language Arts
for conceptual knowledge. Based on the assumed influence's overall results, the responses result
in no improvement needed for the conceptual knowledge influence.
Procedural Knowledge
Influence 3
Incoming freshmen need to know how to select classes offered that are A-G compliant.
Interview Findings. Participants were asked the following question regarding their
procedural knowledge of the A-G course requirements; “Describe for me where you can find
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information about the A-G program and its requirements." Assessing student responses to the
question asking them where they can find A-G information, student responses showed 14 of 14
(100%) students were able to correctly identify that information can be found on the school
website, teacher classroom, or in the counselor's office. Participant 1 stated, "The school
website." Participant 5 said, "They are hung up on every class, if you don't find it in a classroom
you can go to a counselor" Participant 9 stated, "You can usually find information on like posters
and teachers classroom," and Participant 12 said, "You can find it in any classroom on the charts
that the teachers, keep on the laws."
Observation. No observations were made for this influence.
Document Analysis. Documents reviewed for this influence include the 2019-2020
WASC Self-Study report, Chapter 2 Student Community Profile, referencing the freshman A-G
course completion WASC Report Self-Study survey. Student responses to the procedural
knowledge about where to find information on requirements for completing an A-G course
compliant schedule were 179 correct responses (61.5%) identifying teacher classrooms, 255
correct responses (87.6%) identifying the school website, and 238 correct responses (81.8%)
identifying the counselors' office.
Summary. The assumed influence that incoming freshmen need to know how to select
classes offered that are A-G compliant was determined to be an asset by the WASC Report Self-
Study survey and interview responses of the students. The students were able to meet the
thresholds for both the WASC Report Self-Study survey at 87% for identifying that the school
website was one of the available options and for the interview with 100% accuracy for
identifying where the students can find A-G information for procedural knowledge. Based on the
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overall results of the assumed influence, the responses result in no improvement needed for the
procedural knowledge influence.
Metacognitive Knowledge
Influence 4
Incoming freshmen need to know how to plan their approach to an A-G compliant course
schedule.
Interview Findings. Participants were asked the following question regarding their
metacognitive knowledge of the A-G course requirements; "Of the six classes you take as a
freshman, can you tell many how many you need to be A-G compliant to be on pace for
graduation." Assessing student responses to the question asking them how many classes they
take as a freshman that is a required A-G class, student responses showed 1 of 14 (7.1%)
students were able to correctly identify that English Language Arts is the only A-G requirement
for freshman to be compliant at the end of their freshman year. Participant 4 is the only one who
correctly stated, "On pace, technically you don't have to take a PE or an elective, you only need 2
of those...so then only English." Participant 6 incorrectly stated, "This year all of them," along
with Participant 10 stating, "You need at least; you need, you need at least six," while Participant
13 incorrectly stated, "I think you need five out of the six or four."
Observation. No observations were made for this influence.
Document Analysis. Documents reviewed for this influence include the 2019-2020
WASC Self-Study report, Chapter 2 Student Community Profile, referencing the freshman A-G
course completion WASC Report Self-Study survey. Student responses to the metacognitive
knowledge of how many A-G courses the freshman needed to be registered in to be on track for
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compliance were 25 correct responses (8.6%) with 266 responses (91.4%) overestimating the
number required.
Summary. The assumed influence that incoming freshmen need to know how to plan
their approach to an A-G compliant course schedule was determined to be a need by the WASC
Report Self-Study survey and interview responses of the students. The students were unable to
meet the threshold for either the WASC Report Self-Study survey or the interview for
metacognitive knowledge. Based on the overall results of the assumed influence, an
improvement is required for this cause.
Results and Findings for Motivation Causes
Value
Influence 5
Students need to value identifying core and elective classes that interest them in their
learning to create a 4-year plan of A-G course completion.
Interview Findings. Participants were asked the following question regarding their value
motivation of the A-G course completion program; "How important is it for you to select classes
that are A-G?" Assessing student responses to the question asking them how much they value
taking A-G classes, student responses showed 13 of 14 (92.8%) students were able to state that
selecting A-G class was important to them. Participant 7 said, "Pretty important; I want to make
sure I pick the right classes to help me get into a good college." Participant 3 stated, "It's
important because I want to be a Dr when I grow up, so I have to take all those AP classes to
become a Dr." and Participant 14 stated positively, "Pretty important, I'm going to a four-year
college." Participant 8 was the only one to not meet the satisfactory level of motivation by
stating, "Kind of important, I guess."
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Observation. No observations were made for this influence.
Document Analysis. Documents reviewed for this influence include the 2019-2020
WASC Self-Study report, Chapter 2 Student Community Profile, referencing the freshman A-G
course completion WASC Report Self-Study survey. The students responded to a Likert Scale
question about how valuable selecting A-G classes is to them. The 85 percent threshold for this
influence will include the Very Valuable and Extremely Valuable values. Student responses in
the interviews showed overconfidence in their ability to select classes as a result of being able to
utilize outside resources. Utilizing the last two values for the threshold will help to confirm
whether this is an asset or a need. Student responses demonstrating their motivation in the
following areas are shown in Tables 11.
Table 11
Data Analysis Results for Motivation for How Valuable It Was for Them in Selecting the A-G
Course Completion Program Courses for Incoming Freshmen.
Motivation for... Student responses
(n = 291)
Percentage
How valuable is selecting A-G classes to you?

Not at All Valuable 7 2.4
Slightly Valuable 19 6.5
Moderately Valuable 64 22
Very Valuable 91 31.3
Extremely Valuable 110 37.8

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Summary. The assumed influence that incoming freshmen students need to value
identifying core and elective classes that interest the student in their learning to create a 4-year
plan of A-G course completion was determined to be a need by the WASC Report Self-Study
survey but determined to be an asset by the interview responses of the students. Due to the
sample size of the WASC Report Self-Study survey, it carries more weight than the interviews.
The students were unable to meet the threshold for the WASC Report Self-Study survey, which
carries more weight than the interview responses, which did meet the threshold. Based on the
overall results of the assumed influence, an improvement is required for this influence.
Self-Efficacy
Influence 6
Students need to be confident they can identify A-G courses.
Interview Findings. Participants were asked the following question regarding their self-
efficacy motivation of the A-G course completion program; "How do you feel about your ability
to create an A-G compliant course schedule?" Assessing student responses to the question asking
them about why they feel they can complete an A-G compliant schedule, student responses
showed 13 of 14 (92.8%) students were able to state they were confident in their ability to select
A-G classes. Participant 2 said, "It's really easy, counselors help, you could go to them, and they
will help you." Participant 6 simply stated, "Feel confident in picking them." Participant 9 stated,
"I feel pretty confident, like I said, most of the classes available are part of the A-G
requirements." The participant with the negative response was Participant 8, who stated, "I mean
I think I could, maybe."
Observation. No observations were made for this influence.
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Document analysis. Documents reviewed for this influence include the 2019-2020
WASC Self-Study report, Chapter 2 Student Community Profile, referencing the freshman A-G
course completion WASC Report Self-Study survey. The students responded to a Likert Scale
question about how confident they are in identifying A-G classes. The 85 percent threshold for
this influence will include the Very Valuable and Extremely Valuable values. Student responses
in the interviews showed overconfidence in their ability to select classes as a result of being able
to utilize outside resources. Utilizing the last two values for the threshold will help to confirm
whether this is an asset or a need. Student responses demonstrating their motivation in the
following areas are shown in Tables 12.
Table 12
Data Analysis Results for Motivation for identifying the A-G Course Completion Program
Courses for Incoming Freshman
Motivation for... Student responses
(n = 291)
Percentage
How confident are you about choosing A-G classes for
registration?

Not at All Confident 20 6.9
Slightly Confident 36 12.4
Moderately Confident 118 40.5
Very Confident 88 30.2
Extremely Confident 29 10

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Summary. The assumed influence that incoming freshmen students need to be confident
they can identify A-G courses was determined to be a need by the WASC Report Self-Study
survey but determined to be an asset by the interview responses of the students. Due to the
sample size of the WASC Report Self-Study survey, it carries more weight than the interviews.
The students were not able to meet the threshold for the WASC Report Self-Study survey, which
carries more weight than the interview responses, which did meet the threshold. Based on the
overall results of the assumed influence, an improvement is required for this cause.
Self-Efficacy
Influence 7
Students feel capable in their ability to create an A-G course completion plan for their
four years of high school.
Interview Findings. Participants were asked the following question regarding their self-
efficacy motivation of the A-G course requirements; "What do you believe are the reasons why
you feel you could create an A-G course compliant schedule?" Assessing student responses to
the question asking them the reasons they feel confident in creating an A-G compliant schedule,
student responses showed 12 of 14 (85.7%) students were able to state they were confident in
their ability to select A-G classes and create a compliant schedule. Participant 6 said, "It was just
hammered into my brain and picking classes and constantly seeing signs, it's just easier."
Participant 7 stated in a not so confident manner, "I think I can't really do it alone, I talked to my
counselor to help me pick" while Participant 5 also stated. "I guess because I could get help from
someone, but I couldn't do it on my own." Finally, Participant 8 said, "I could always ask for
help."
Observation. No observations were made for this influence.
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Document Analysis. No document analysis was made for this influence.
Summary. The assumed influence that incoming freshmen students feel capable of
creating an A-G course completion plan for their four years of high school was determined to be
an asset by the students' interview responses. The students were able to meet the thresholds for
the interview with 87.5% confidence feeling capable of creating an A-G compliant schedule.
Based on the overall results of the assumed influence, the responses result in no improvement
needed for this self-efficacy motivational influence.
Mood
Influence 8
Students need to be excited about the A-G courses offered.
Interview Findings. Participants were asked the following question regarding their mood
motivation of the A-G course requirements; “What would make you excited about selecting A-G
courses?” Assessing student responses to the question asking them what excites them about
creating an A-G complaint schedule, student responses showed 12 of 14 (85.7%) students were
able to state they had some reason to be excited about creating an A-G compliant schedule.
Participant 4 was one of two interviewees who had a response that did not meet the criteria by
stating, "They could tell you more, there are classes that seem cool, but they didn't know what
they were about. They probably could just tell people about them." The other was Participant 14,
who stated, "Not really much, I guess, the classes that I'm going to take inside of them or like
cooking classes or electives." Participant 1 stated positively, "the idea of getting into a good
college if I took them all I have a pretty good education if I take them." Participant 10 also stated
positively, "Probably the fact that like thing the motivation is probably like after I'm done school,
I'm going to go to college, and hopefully I get successful and stuff."
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Observation. No observations were made for this influence.
Document analysis. Documents reviewed for this influence include the 2019-2020
WASC Self-Study report, Chapter 2 Student Community Profile, referencing the freshman A-G
course completion WASC Report Self-Study survey. The students responded to a Likert Scale
question about how positive they are in selecting A-G classes. Two questions asked to determine
the influence were how positive students feel about identifying A-G courses and then how
positive they feel selecting A-G courses. Student responses demonstrating their motivation in the
following areas are shown in Tables 13 and 14.
Table 13
Data Analysis Results for Motivation for Identifying the A-G Course Completion Program
Courses for Incoming Freshman
Motivation for... Student responses
(n = 291)
Percentage
I feel positive about identifying A-G courses during
registration.

Strongly Disagree 16 3.5
Slightly Disagree 40 10.7
Slightly Agree 174 59.8
Strongly Agree 61 26

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Table 14
Data Analysis Results for Motivation for Selecting the A-G Course Completion Program Courses
Offered for Incoming Freshman
Motivation for... Student responses
(n = 291)
Percentage
I feel positive about selecting A-G courses offered.

Strongly Disagree 12 4.1
Slightly Disagree 28 9.6
Slightly Agree 154 52.9
Strongly Agree 97 33.3

Summary. The assumed influence that incoming freshmen students need to be excited
about the A-G courses offered was determined to be an asset by the WASC Report Self-Study
survey and interview responses of the students. The students were able to meet the thresholds for
the interview, with 85.7% being excited in creating an A-G compliant schedule while the two
WASC Report Self-Study survey questions met the 85% threshold for being an asset. Based on
the overall results of the assumed influence, the responses result in no improvement needed for
mood motivational influence.
Interest
Influence 9
Students need to be interested in the A-G courses offered.
Interview Findings. Participants were asked the following question regarding their
interest and motivation of the A-G course requirements; "What A-G classes are you most
interested in as a freshman?" Assessing student responses to the question asking them what A-G
classes they are most interested in, student responses showed 12 of 14 (85.7%) students were
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able to state they had some interest in the A-G compliant classes. Participant 8 was one of two
interviewees for this influence who had a response that did not meet the criteria by stating,
"Culinary Arts and Animation/Computer Science. Pretty much the electives." This was the same
participant who did not meet the requirement for being an asset for the influence of mood
motivation. Participant 14 also stated negatively, "Electives... Like basically the things we're
going to be doing in those specific classes, like interesting or fun parts, projects." Participant 3
stated, "I am the overachiever, so AP classes so I can get college credit. Ap chem, AP bio, AP
Physics." Participant 9 stated they were interested in core A-G classes, "I'm interested in science
and math."
Observation. No observations were made for this influence.
Document Analysis. Documents reviewed for this influence include the 2019-2020
WASC Self-Study report, Chapter 2 Student Community Profile, referencing the freshman A-G
course completion WASC Report Self-Study survey. The students responded to a Likert Scale
question about how interested they are in the A-G courses offered. Student responses
demonstrating their motivation in the following areas are shown in Tables 15.

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Table 15
Data Analysis Results for Motivation for their interest in the A-G Course Completion Program
Courses Offred for Incoming Freshman
Motivation for... Student responses
(n = 291)
Percentage
I am interested in the A-G courses offered for freshman
students.

Strongly Disagree 13 4.5
Slightly Disagree 24 8.2
Slightly Agree 134 46
Strongly Agree 120 41.2

Summary. The assumed influence that incoming freshmen students need to be interested
in the A-G courses offered was determined to be an asset by the WASC Report Self-Study
survey and interview responses of the students. The students were able to meet the thresholds for
the interview, with 85.7 % interested in creating an A-G compliant schedule. In comparison, the
WASC Report Self-Study survey questions met the 87% threshold for being an asset. Based on
the overall results of the assumed influence, the responses result in no improvement needed for
interest motivational influence.
Attribution
Influence 10
Students attribute their success and failure to complete A-G courses to their efforts.
Interview Findings. Participants were asked the following question regarding their
attribution motivation of the A-G course requirements; “What do you believe are the reasons
why you feel you could create an A-G course compliant schedule?” Assessing student responses
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to the question asking them what they attribute to their ability to create an A-G compliant
schedule, student responses showed 14 of 14 (100%) students were able to state they had a
specific reason that they could attribute their ability to create an A-G compliant schedule. The
most common response was from 12 of 14 (85.7%) students identified that they could seek help
from counselors. Participant 6 stated, "I believe that your counselors are a perfect resource to use
when creating an A-G course compliant schedule." While Participant 12 also discussed using
counselors as a resource, " Um, I believe that the counselors are the perfect resource to use when
creating the A-G courses are compliant schedule." Participant 2 suggested using other resources
and stated, "I believe I could make an A-G course compliant schedule because of my resources
of asking my teachers for help with selecting classes and looking at our online website to learn
more information about each class." Participant 13 stated positively, "I feel like a lot of our
teachers like to bring it up sometimes. So, we have the resources, and sometimes they'll even
pass out papers saying what classes are A through G compliant to choose stuff."
Observation. No observations were made for this influence.
Document Analysis. No data analysis was made for this influence.
Summary. The assumed influence that incoming freshmen students attribute their
success and failure to complete A-G courses to their efforts were determined to be an asset by
the students' interview responses. The students were able to meet the threshold for the interview
with 100% in their ability to attribute their success to their efforts in either knowing how or
being able to find help in creating an A-G compliant schedule. Based on the overall results of the
assumed influence, the responses result in no improvement needed for attribution motivational
influence.

89

Goal Orientation
Influence 11
Students do more than the required minimums to graduate high school.
Interview Findings. Participants were asked the following question regarding their goal
orientation motivation of the A-G course requirements; "What is your main goal for graduating
high school?" Assessing student responses to the question asking them what their primary goal
for graduating high school is, student responses showed 11 of 14 (78.5%) students were able to
state they had the ambition to be able to apply to and attend a four-year university. The most
common response was students wanting to get onto a good college. Participant 6 stated, "To be
able to apply for colleges and not have any problems, apply to whatever college I want."
Participant 14 simply said, "To get into a four-year college." Participant 8 was less ambitious
about college-level by stating, "to graduate and go to the military." Participant 1 did not affirm
an above minimum by saying, "To have all my classes completed and to have recommended
years done."
Observation. No observations were made for this influence.
Document Analysis. Documents reviewed for this influence include the 2019-2020
WASC Self-Study report, Chapter 2 Student Community Profile, referencing the freshman A-G
course completion WASC Report Self-Study survey. The students responded to a Likert Scale
question about their main goals within the A-G course completion program. Two questions asked
to determine the influence were about their goal of completing high school, so simply graduate
and then graduating high school to be able to apply to CSU/UC Schools. Student responses
demonstrating their motivation in the following areas are shown in Tables 16 and 17.

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Table 16
Data Analysis Results for Motivation for Having a Main Goal of High School Program Courses
Offered for Incoming Freshman
Motivation for... Student responses
(n = 291)
Percentage
My main goal for high school completion is simply to
graduate.

Strongly Disagree 27 9.3
Slightly Disagree 43 14.8
Slightly Agree 67 23
Strongly Agree 154 53.9

Table 17
Data Analysis Results for Motivation for Having a Main Goal of High School Completion to Be
Eligible to Apply to CSU/UC Schools
Motivation for... Student responses
(n = 291)
Percentage
My goal for high school completion is to be eligible to
apply to a Cal State or the University of California School.

Strongly Disagree 8 2.7
Slightly Disagree 9 3.1
Slightly Agree 79 27.1
Strongly Agree 195 67

Summary. The assumed influence that incoming freshmen students do more than the
required minimums to graduate high school was determined to be a need by the interview and
WASC Report Self-Study survey responses of the students. The students were not able to meet
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the threshold for the interview with only 78.5% and one of the WASC Report Self-Study survey
questions with a response rate of 77% stating their main goal was to achieve above the
graduation minimums which would not qualify them for application to CSU/UC Schools. Based
on the overall results of the assumed influence, the responses result in an improvement needed
for goal orientation motivational influence.
Results and Findings for Organization Causes
Cultural Model
Influence 12
There is a culture of resistance to organizational change with the curriculum that will not
allow for the adoption of an A-G course completion plan. In his seminal work, Schein (1985;
2010) suggests that artifacts are organizational beliefs and values represented in visible behaviors
and objects. The A-G chart is an artifact that is supposed to be visibly displayed in every
classroom at William Theodore High School. The lack of visibly posting this artifact shows a
resistance to the cultural model of the organization.
Interview Findings. Participants were asked the following question regarding the
organization's cultural model by discussing the A-G posters that are supposed to be present and
visible in every classroom; "When you walk into every one of your classrooms, do you notice the
teachers A-G chart?" Assessing student responses to the question asking them if their classrooms
have A-G charts that are present and visible, was determined to be a need as student responses
showed 10 of 14 (71.5%) students were able to state they had noticed the A-G in every
classroom they are assigned to throughout the day. The most common response was students
noticed them in some but not all classrooms. Participant 4 stated, "I did not notice that until last
month until a teacher pointed them out, but now I know." Participant 2 described how the
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placement could be important by stating, "No, they are usually hidden, on some bottom of the
wall." Participant 7 stated, "Yes, only a few, not all teachers have them." Participant 13 stated,
“So I would say about two out of the seven classes I have, I can actually see they tried, and some
teachers have really done their part of like explaining A through G.”
Observation. Based on the observation, this influence is a need. William Theodore High
School has 55 classrooms; each classroom should have an A-G requirements chart that visually
represents the four-year A-G requirements for each of the seven core class categories.
Classrooms with A-G charts displayed, Classrooms with A-G charts displayed but are either not
visible or clearly visible, and classrooms without an A-G chart present are shown in Table 18
with only 74.5% of classrooms having the A-G Chart displayed.
Table 18
Observation Results for Cultural Model Having A-G Charts in all Classrooms for the Students to
Have Access to Information
Cultural Model for... Classroom
(n = 55)
Percentage
How many classrooms have an A-G Chart displayed

A-G Chart Displayed 41 74.5
A-G Chart Displayed: Not Visible 4 10
A-G Chart Not Displayed 14 25.5

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Document Analysis. Documents reviewed for this influence include the 2019-2020
WASC Self-Study report, Chapter 2 Student Community Profile, referencing the freshman A-G
course completion WASC Report Self-Study survey. The students responded to a Likert Scale
question about how many classrooms they have been in, where the A-G chart was displayed.
Student responses demonstrating the organizational model in the following areas are shown in
Tables 18 and were determined to be a need as it did not meet the 100% threshold.
Table 19
Data Analysis Results for Organizational Influences of the Cultural Model with the Number of
Classrooms with Displays of A-G Requirements Posters and Materials
Organizational Causes for... Student responses
(n = 291)
Percentage
How many classrooms have you visited where you have
seen the A-G course requirement chart displayed.

Number of classrooms: 1 89 30.6
Number of classrooms: 2 45 15.5
Number of classrooms: 3 55 18.9
Number of classrooms: 4 102 35.1

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Summary. The assumed influence that there is a culture of resistance to organizational
change with the curriculum that will not allow for the adoption of an A-G course completion
plan was determined to be a need by the interview, observation, and WASC Report Self-Study
survey responses of the students. The students were unable to meet the threshold for the
interview, with only 71.5% responding that all classes had the A-G posters. The WASC Report
Self-Study survey questions with a response rate of 35% responding that four or more
classrooms they were assigned to had visible A-G posters do not meet the threshold for being an
asset. The classroom observation walkthroughs highlighting that 74% of the classrooms had the
A-G poster present and visible does not meet the threshold and, therefore, is not cause for being
an asset. The A-G charts are artifacts that represent the beliefs in or resistance to the cultural
model of the organization. Based on the overall results of the assumed influence, the responses
result in an improvement needed for the cultural model organization influence.
Cultural Models
Influence 13
There is a culture in the organization that promotes preparing students for a path to A-G
Completion in an effort for the student to meet the minimum requirements to apply to Cal State
and the University of California Schools.
Interview Findings. Participants were asked the following question regarding the
cultural model of the organization by asking about organizational encouragement for the A-G
course completion program; "Do you feel like the teachers, counselors, and administration are
encouraging you to be A-G compliant in either your schedule or achieving the minimum grades
to be compliant?" Assessing student responses to the question asking them if they feel the
organization encourages them to be successful in the A-G course completion program, student
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responses showed 11 of 14 (78.5%) students were able to state they had felt encouraged by the
organization. The most common response was that students felt encouraged by all stakeholders
in the organization. Participant 6 described how not all stakeholders were encouraging by stating,
"Some teachers and mostly counselors but mostly yes. Counselors like to preach it a lot. Certain
teachers don't even talk about it." Participant 4 also discussed how not all stakeholders are
supportive, "I would say most teachers are, there are teachers who do not care." Similarly,
Participant 8 stated the same about teachers, "The counselors at registration but my teachers
never say anything about it." Participant 5 had a response that was common among those who
answered in the affirmative stated, "Yah, they are always talking about it; you need this for A-
G."
Observation. No observations were made for this influence.
Document Analysis. Documents reviewed for this influence include the 2019-2020
WASC Self-Study report, Chapter 2 Student Community Profile, referencing the freshman A-G
course completion WASC Report Self-Study survey. The students responded to a Likert Scale
question about being encouraged by staff to take A-G courses. Student responses demonstrating
the organizational model in the following areas are shown in Tables 20.

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Table 20
Data Analysis Results for Organizational Influences of the Cultural Setting Where Students Are
Encouraged by Teachers, Counselors, and Administration to Register for A-G Courses

Organizational Causes for... Student responses
(n = 291)
Percentage
I have been encouraged by teachers, counselors, and
administration to register for courses that are A-G
compliant.

Strongly Disagree 35 12
Slightly Disagree 43 14.8
Slightly Agree 101 34.7
Strongly Agree 112 38.5

Summary. The assumed influence that there is a culture in the organization that
promotes preparing students for a path to A-G completion in an effort for the student to meet the
minimum requirements to apply to Cal State and the University of California Schools was
determined to be a need by the interviews and WASC Report Self-Study survey responses. The
students were unable to meet the threshold for both the interview with only 78.5% and WASC
Report Self-Study survey questions with a response rate of 73% responding that they felt
encouraged by all stakeholders in the organization. Based on the overall results of the assumed
influence, the responses result in an improvement needed for this cultural model organization
influence.
Cultural Settings
Influence 14
There is a lack of an organization plan to address the low A-G course completion.
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Interview Findings. Participants were asked the following question regarding the
organization's cultural setting by asking about an organizational plan for the A-G course
completion program; "Do you feel like the teachers, counselors, and administration have a plan
for your success in the A-G course completion program?" Assessing student responses to the
question asking them if they feel the organization has a plan for them to be successful in the A-G
course completion program, student responses showed 12 of 14 (85.7%) students were able to
state they had felt the organization had a plan in place for their A-G course completion success.
The most common response about an organizational plan was given by Participant 5, stating,
"Yah, they do, they are always talking to us about it. The counselors tell us what classes we
should take and help us. The teacher tells us what classes we should do to be successful next
year." Participant 10 gave a positive response: "Um like every day wherever you are, like
wherever you go on campus, there's always like an A-G chart and like some like whenever you
need to talk to someone you just go to a counselor, teacher...And like they motivate you to like,
to like, pick the classes or stuff. They also like to recommend your classes based on what type of
student you are." Participant 1 described how they felt the organization did not have a plan by
stating, "Not really a plan for success; they just talk about it and then just leave us for
ourselves." Similarly, Participant 4 had a negative response, "Not personally, I believe they want
every student to succeed, but I don't think they knit pick every student and ask them. Right now,
it's general."
Observation. No observations were made for this influence.
Document Analysis. No data analysis was made for this influence.
Summary. The assumed influence that there is a lack of an organizational plan to address
the low A-G course completion was determined to be an asset. The students were able to meet
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the threshold for the interview, with 85.7% responding that they felt there was an organizational
plan for A-G course completion success. Based on the overall results of the assumed influence,
the responses result in no improvement needed for the cultural setting organization influence.
Summary of Assets and Needs
Tables 21, 22, and 23 show the knowledge, motivation, and organization influences for
this study and their determination as an asset or a need.
Knowledge
As shown in Table 21, two out of four assumed knowledge influences were determined to
be assets through WASC Report Self-Study survey results and interview responses.
Recommendations to improve the knowledge influences that were not determined to be an asset
will be discussed in Chapter Five.
Table 21
Knowledge Assets or Needs as Determined by the Data
Assumed Knowledge Influence Asset or
Need
Factual
Incoming freshmen need to know what the A-G course completion program is.
Need
Conceptual
Incoming freshmen need to know the relationship between courses offered and
A-G compliance.
Asset
Procedural
Incoming freshmen need to know how to select classes offered that are A-G
compliant.
Asset
Metacognitive
Incoming freshmen need to know how to plan their approach to an A-G
compliant course schedule.
Need

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Motivation
As shown in Table 22, four out of seven assumed motivational influences were
determined to be assets through WASC Report Self-Study survey results and interview
responses. Recommendations to improve the motivational influences that were not determined to
be an asset will be discussed in Chapter Five.
Table 22
Motivational Assets or Needs as Determined by the Data
Assumed Motivational Influence Asset or
Need
Value
Students need to value identifying core and elective classes that interest the
student in their learning to create a 4-year plan of A-G course completion.

Need
Self-Efficacy
Students need to be confident they can identify A-G courses.
Need
Self-Efficacy
Students feel capable in their ability to create an A-G course completion plan for
their four years of high school.

Asset
Mood
Students need to be excited about the A-G courses offered.
Asset
Interest
Students need to be interested in the A-G courses offered.
Asset
Attribution
Students attribute their success and failure to complete A-G courses to their own
efforts.
Asset
Goal Orientation
Students do more than the required minimums to graduate high school.
Need

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Organization
As shown in Table 23, one out of three assumed organizational causes were determined
to be an asset through WASC Report Self-Study survey results, observant ion, and interview
responses. Recommendations to improve the organizational causes that were not determined to
be an asset will be discussed in Chapter Five.
Table 23
Organizational Assets or Needs as Determined by the Data
Organization Causes Asset or
Need
Cultural Model
There is a culture of resistance to organizational change with the curriculum that
will not allow for the adoption of an A-G course completion plan.

Need
Cultural Model
There is a culture in the organization that promotes preparing students for a path to
A-G Completion in an effort for the student to meet the minimum requirements to
apply to Cal State and the University of California Schools.

Need
Cultural Setting
There is a lack of an organization plan to address the low A-G course completion.

Asset

Chapter Five will examine proposed solutions and include recommendations for
improving the assumed influences that were not determined to be an asset in the findings of this
study. Proposed solutions and recommendations will be shared with site administrators at
William Theodore High School.

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Chapter Five: Recommendations and Evaluation
Purpose of the Project and Questions
This project aims to conduct a gap analysis to examine the root causes of the
organizational problem described above, low A-G course completion upon graduation. While a
complete gap analysis would focus on all stakeholders at William Theodore High School, for
practical purposes, the stakeholders to be focused on in this analysis are the students of William
Theodore High School, specifically the incoming freshman. The analysis will focus on causes for
this problem due to gaps in the areas of student knowledge and skill, motivation, and
organizational resources that influence student decisions. The analysis will begin by generating a
list of possible or assumed influences that will be examined systematically to focus on actual or
validated causes.
As such, the research questions that guide this study are the following:
1. What are the knowledge and skills, motivation, and organizational influences that
interfere with William Theodore High School’s 9th Grade students’ goal that by
June 2021, all 9th Grade students will pass with a grade of C or better in all A-G
required classes for the Fall 2020 semester and Spring 2021 semester per the four-
year A-G course completion requirement?
2. What are the recommended knowledge and skills, motivation, and organizational
solutions to achieving the goal of one hundred percent A-G course completion
with a grade of C or better by graduation?
Chapter Five addresses the second question. The recommendations and evaluation
outlined in this chapter emphasize the consistency, continuity, and commitment required for the
continual effective implementation of the A-G course requirements program. William Theodore
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High School must maintain consistency with their A-G completion program requirements while
on-boarding incoming freshman for sustaining continuity. It is also critical that the William
Theodore High School staff are committed to the vision of developing a positive school culture
through implementation and fidelity to the A-G course requirements program, and as such, the
other high school in the district can learn from their commitment to improving themselves.
Needs and assets are being addressed to maintain the consistency, continuity, and commitment to
the school improvement in their A-G course completion goals.
Recommendations to Address Knowledge, Motivation, and Organization Influences
The assumed knowledge, motivation, and organization (KMO) influences related to the
A-G course completion program at William Theodore High School were examined to determine
the organization's strengths and areas for improvement in their completion percentage upon
graduation. Each of the KMO influences has been given high priority for achieving the 100
percent completion goal by Spring 2023. This chapter provides details regarding
recommendations for each K, M, O seen as a high priority need in the form of a table. Each K,
M, O table will describe the assumed influences, the determination, the priority, the principle,
and citation, and a context-specific recommendation. Following each K, M, O table will be a
discussion about solutions based on the literature.
Knowledge Recommendations
As shown in Table 24, two out of four assumed knowledge influences were determined to
be actual needs during data collection. More specifically, factual knowledge influences and
metacognitive knowledge influence were determined to be needs. However, the conceptual and
procedural knowledge influences were determined to be assets in which improvement is not
needed for the current incoming freshman class. In an effort to maintain consistency for future
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incoming freshman classes, the influences deemed assets were still given high priority as a result
of future on-boarding of incoming freshmen. The result is all four influences are seen as high
priority to look for continued or improved performance. For the knowledge influences that
remain classified as needs, evidence-based principles have been identified to guide context-based
recommendations for improving performance in these areas. Table 24 lists the causes, priority,
principle, and recommendations. Following the table, a detailed discussion for each high priority
cause and recommendation, and the literature supporting the recommendation is provided.

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Table 24
Summary of Knowledge Influences and Recommendations
Assumed
Knowledge
Influence
Asset
or
Need
Priority
Yes or
No
Principle and
Citation
Context-Specific
Recommendation
Factual

Incoming freshmen
need to know what
the A-G course
completion
program is.

Need Yes Information learned
meaningfully and
connected
with prior
knowledge is stored
more quickly and
remembered
more accurately
because it is
elaborated with prior
learning
(Schraw &
McCrudden, 2006).
Provide opportunities for
incoming freshmen to
connect what they already
know about completing
courses with A-G completion
requirements.
Conceptual

Incoming freshmen
need to know the
relationship
between courses
offered and A-G
compliance.
Asset Yes How individuals
organize knowledge
influences how they
learn and apply what
they know (Schraw
& McCrudden,
2006).
Provide incoming freshmen
with a course list of classes
that organizes courses
between A-G courses
required for completion and
graduation minimums.
Procedural

Incoming freshmen
need to know how
to select classes
offered that are A-
G compliant.
Asset Yes Effective
observational
learning is achieved
by first organizing
and rehearsing
modeled behaviors,
then enacting them
overtly (Mayer,
2011).

The continued
practice promotes
automaticity and
takes less capacity in
working memory
Provide incoming freshman
models that show how to
make a proper selection of
classes and then provide
opportunities for
demonstration and feedback
on how to select A-G
complaint classes offered.

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(Schraw &
McCrudden, 2006).
Metacognitive

Incoming freshmen
need to know how
to plan their
approach to an A-G
compliant course
schedule.
Need Yes The use of
metacognitive
strategies facilitates
learning (Baker,
2006).
Provide incoming freshman
opportunities to engage in
guided self-monitoring and
self-assessment

Declarative Knowledge Solutions
Provide opportunities for incoming freshmen to connect what they already know about
completing courses with A-G completion requirements. Information processing theory can be
applied to make recommendations. Schraw and McCrudden (2006) would suggest information
learned meaningfully and connected with prior knowledge is stored more quickly and
remembered more accurately because it is elaborated with prior learning. This would suggest
incoming freshmen would benefit from making practice schedules for course registration. Thus,
it is recommended the organization provide opportunities for incoming freshmen to connect what
they already know about completing courses with A-G completion requirements.
Incoming freshmen at William Theodore High School need to know what the A-G course
completion program is by having some form of prior knowledge. Schraw and McCrudden (2006)
describe how researchers developed systematic models of memory, cognition, and thinking; this
is known as the information processing model developed in the early 1950s. They go on to
discuss one of the implications is that prior knowledge, which is relevant, facilitates the retrieval
processes of information. This knowledge guides information processing in sensory and working
memory by providing easy access to retrieval in one's memory and serving as the foundation for
the development of expertise. The result is helping students use their prior knowledge when
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learning new information promotes learning, allowing them to create an A-G course completion
program plan.
Conceptual Knowledge Solutions
Provide incoming freshmen with a course list of classes that organizes courses between
A-G courses required for completion and graduation minimums. Information processing theory
can be applied to make recommendations. Schraw and McCrudden (2006) discuss how
individuals organize knowledge influences, learn, and apply what they know. This would suggest
incoming freshmen would benefit from having access to a course catalog of classes which have
A-G course qualified courses labeled. Thus, it is recommended the organization provide
incoming freshmen with a course list of classes that organizes courses between A-G courses
required for completion and graduation minimums.
Incoming freshmen need to know the relationship between courses offered and A-G
compliance to maximize their ability to create an A-G course compliant schedule. Schraw and
McCrudden (2006) describe that the executive control system's role is to select incoming
information, determine how to best process that information, construct meaning through
organization and inferences, and subsequently transfer the information to long-term memory or
delete it from their memory completely. This is believed to be the place where humans can make
conscious meaning of the information they process. For the incoming freshmen, they have to
look at the information, understand its implications for their future success, and then transfer
their learning of what the A-G is to long-term memory.
Procedural Knowledge Solutions
Provide incoming freshman models that show how to make a proper selection of classes
and then provide opportunities for demonstration and feedback on how to select A-G complaint
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classes offered. Information processing theory can be applied to make recommendations. Mayer
(2011) suggests that effective observational learning is achieved by first organizing and
rehearsing modeled behaviors and then enacting them overtly. Schraw and McCrudden (2006)
suggest that continued practice promotes automaticity and takes less working memory capacity.
This would suggest incoming freshmen would benefit from having a counselor, teacher, or
classmate model a proper schedule and work with them to practice. Thus, it is recommended the
organization provide incoming freshmen with models that show how to make an appropriate
selection of classes and then provide opportunities for demonstration and feedback on how to
select A-G complaint classes offered.
Incoming freshmen need to know how to select classes offered that are A-G compliant.
Schraw and McCrudden (2006) refer to a key term known as automaticity, which refers to being
able to perform a task quickly and efficiently due to repeated practice. They discuss that there is
no easy path to automaticity other than a sustained and regular practice. For the incoming
freshman to create an A-G compliant schedule when they have never done so before requires
modeling and continued practice.
Metacognitive Knowledge Solutions
Provide incoming freshman opportunities to engage in guided self-monitoring and self-
assessment. Information processing theory can be applied to make recommendations. Baker
(2006) states the use of metacognitive strategies facilitates learning. This would suggest
incoming freshmen would benefit from time and practice in creating an A-G schedule and then
cross-reference it with a correctly completed A-G course schedule. Thus, it is recommended the
organization provide incoming freshmen with opportunities to engage in guided self-monitoring
and self-assessment.
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Incoming freshmen need to know how to plan their approach to an A-G compliant course
schedule. Baker (2006) describes metacognition as thinking about thinking. She suggests that to
ensure the basic processes are used effectively, that the activated knowledge is indeed relevant,
and that appropriate strategies are being deployed, learners also need to have awareness and
control of their cognitive processes. The assertion is when students have knowledge and control
of their cognitive processes, their learning is enhanced. Incoming freshmen can enhance their
learning by practice with the ability to compare examples, with guided support by people with
experience, and a chance to understand the process of creating an A-G compliant schedule.
Motivation Recommendations
As shown in Table 25, three out of seven assumed motivational influences were
determined to be actual needs during data collection. More specifically, value influences, one of
the self-efficacy influences, and goal orientation influence were determined to be needs.
However, the other self-efficacy influence, mood influence, and interest influences were
determined to be assets in which improvement is not needed for the current incoming freshman
class. In an effort to maintain consistency for future incoming freshman classes, the influences
deemed assets were still given high priority as a result of future on-boarding of incoming
freshmen. The result is all seven influences are seen as high priority to look for continued or
improved performance. For the motivational influences that remain classified as needs, evidence-
based principles have been identified to guide context-based recommendations for improving
performance in these areas. Table 25 lists the motivation causes, priority, principle, and
recommendations. Following the table, a detailed discussion for each high priority cause and
recommendation, and the literature supporting the recommendation is provided.

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Table 25
Summary of Motivation Influences and Recommendations
Assumed
Motivational
Influence
Asset
or
Need
Priority
Yes or
No
Principle and
Citation
Context-Specific
Recommendation
Value

Students need to
value identifying
core and elective
classes that interest
them in their
learning to create a
4-year plan of A-G
course completion.
Need Yes Learning and
motivation are
enhanced if the
learner values the
task (Eccles, 2006).
Provide students with
explanations of connections
between A-G classes and
what they value in taking
classes by explaining why
the A-G course requirements
are important.
Self-Efficacy

Students need to be
confident they can
identify A-G
courses.

Need Yes High self-efficacy
can positively
influence
motivation (Pajares,
2006).
Provide positive feedback
when students positively
identify courses and help to
correct any deficiencies if
needed so that moving
forward, their self-efficacy is
increased, and there are
positive expectancies for
success.
Self-Efficacy

Students feel
capable in their
ability to create an
A-G course
completion plan for
their four years of
high school.

Asset Yes Learning and
motivation are
enhanced when
learners have
positive
expectancies for
success (Pajares,
2006).
Give students an opportunity
to correctly identify A-G
courses as a plan to increase
self-efficacy and motivation.
Mood

Students need to be
excited about the A-
G courses offered.
Asset yes Positive emotional
environments
support motivation
(Clark & Estes,
2008).
Provide an opportunity for
incoming freshmen to discuss
classes and their environment
with the previous freshman
class to gain an
understanding and
excitement about classes.
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Interest

Students need to be
interested in the A-
G courses offered.

Asset yes Activating and
building upon
personal interest can
increase learning
and motivation
(Schraw & Lehman,
2009).
Provide students with
descriptions of A-G courses
to connect class content to
student interest to increase
learning and motivation.
Attribution

Students attribute
their success and
failure to complete
A-G courses to their
efforts.

Asset yes Learning and
motivation are
enhanced when
individuals attribute
success or failures
to effort rather than
ability. (Anderman
& Anderman,
2009).
Staff involved in promoting
A-G course selection should
provide accurate feedback on
A-G course selection and
reinforce that to accurately
identify classes can be
learned with effort.
Goal Orientation

Students do more
than the required
minimums to
graduate high
school.
Need Yes Goals motivate and
direct students
(Pintrich, 2003).
Provide students with a list of
benefits for achieving higher
than the minimums to
motivate and direct students
to achieve higher goals.

Value Solutions
Provide students with explanations of connections between A-G classes and what they
value in taking classes by explaining why the A-G course requirements are important.
Expectancy value theory can be applied to make recommendations. Eccles (2006) state learning
and motivation are enhanced if the learner values the task. This would suggest incoming
freshmen would benefit from being informed about the value and benefits of completing A-G
courses. Thus, it is recommended the organization provide incoming freshmen with explanations
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of connections between A-G classes and what they value in taking classes by explaining why the
A-G course requirements are important.
Students need to value identifying core and elective classes that interest the student in
their learning to create a 4-year plan of A-G course completion. Eccles (2016) elaborates on a
theoretical model linking achievement-related choices to two sets of beliefs: the individual's
expectations for success and the value the individual places on the various options. Looking at
value, Eccles explains that utility value is determined by how well a task fits into an individual's
goals and plans or fulfills other basic needs. Incoming freshmen start high school with a goal; for
many, it is to graduate and get into a good college. If the student values this path, they will need
to value identifying A-G courses to create a path to their end goal.
Self-Efficacy Solutions
The first recommendation for self-efficacy is to provide positive feedback when students
positively identify courses and help to correct any deficiencies if needed so that moving forward,
their self-efficacy is increased, and there are positive expectancies for success. Self-efficacy
theory can be applied to make recommendations. Pajares (2006) states high self-efficacy can
positively influence motivation. This would suggest incoming freshmen would benefit from
getting positive feedback from a counselor, teacher, or classmate when working on completing
an A-G compliant course schedule. Thus, it is recommended the organization provide incoming
freshmen with positive feedback when students positively identify courses and help to correct
any deficiencies if needed so that moving forward, their self-efficacy is increased, and there are
positive expectancies for success.
Students need to be confident they can identify A-G courses. Parajas (2006) states that
according to social cognitive theory, self-efficacy beliefs create the foundation for people's
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motivation, well-being, and sense of accomplishment. People must believe their actions can
produce the results they want; if not, they have little incentive to act or continue in the face of
difficulties. He continues by suggesting self-efficacy beliefs are also influenced by the verbal
messages and social persuasions individuals receive from others. These messages can help one to
try harder and have the persistence required to succeed, resulting in the continued development
of skills and personal efficacy. Incoming freshmen can build their self-efficacy through practice
and positive feedback when working through their A-G schedules.
The second recommendation for self-efficacy is to give students an opportunity to
correctly identify A-G courses as a plan to increase self-efficacy and motivation. Self-efficacy
theory can be applied to make recommendations. Pajares (2006) states learning and motivation
are enhanced when learners have positive expectancies for success. This would suggest incoming
freshmen would benefit from getting multiple opportunities to practice identifying which classes
are A-G compliant in which they need for their freshman year. Thus, it is recommended that the
organization provide incoming freshmen the opportunity to correctly identify A-G courses as a
plan to increase self-efficacy and motivation.
Students should feel capable in their ability to create an A-G course completion plan for
their four years of high school. Parajas (2006) states that the most influential source for most
people is the interpreted result of their performance or mastery experience. Simply, students
gauge the results of their actions, and how they interpret the results helps create their efficacy
beliefs. Success raises their self-efficacy while failure lowers it. Incoming freshmen can increase
their self-efficacy by having continued guided practice with correctly identifying A-G courses
before making a final decision on classes selected and turning in their schedules to the
counselors.
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Mood Solutions
Provide an opportunity for incoming freshmen to discuss classes and their environment
with the previous freshman class to gain an understanding and excitement about classes.
Emotions theory can be applied to make recommendations. Clark and Estes (2008) state positive
emotional environments support motivation. This would suggest incoming freshmen would
benefit from spending time with current students to discuss their experiences with specific class
offerings. Thus, it is recommended the organization provide incoming freshmen the opportunity
to discuss classes and their environment with the previous freshman class to gain an
understanding and excitement about classes.
Students need to be excited about the A-G courses offered. Clark and Estes (2008)
suggest that positive emotion or positive moods such as happiness and joy support a work
commitment. They continue by stating that people do not necessarily have to be happy; instead,
they are not excessively unhappy. Clark and Estes suggest organizations invest in creating a
positive experience that can pay off in increased commitment. Incoming freshmen can increase
their mood or excitement about selecting classes when they make connections to what excited
them and hearing positive experiences from others who have taken the class.
Interest Solutions
Provide students with descriptions of A-G courses to connect class content to student interest to
increase learning and motivation. Interest theory can be applied to make recommendations.
Schraw and Lehman (2009) state activating and building upon personal interest can increase
learning and motivation. This would suggest incoming freshmen would benefit from getting a
deeper understanding of the course content, learning objectives, and expectations through a
course information sheet. Thus, it is recommended the organization provide incoming freshmen
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descriptions of A-G courses to connect class content to student interest to increase learning and
motivation.
Students need to be interested in the A-G courses offered. Schraw and Lehman (2012)
suggest interest plays an integral part in the learning process, determining in part what we choose
to learn, and how well we learn information. They discuss two types of interest, which include
personal interest and situational interest, with personal interest being the focus of this research.
Schraw and Lehman describe personal interest as a desire to understand a specific topic that
persists over time. Incoming freshmen looking to get into a CSU/UC School will need a personal
interest in the A-G course completion program over four years. For students looking to create an
A-G schedule, they must have what Schraw and Lehman (2012) call value-related interest. Value
related interest increases engagement because an activity such as creating an A-G compliant
schedule plan is judged to be important to one's long-term goals.
Attribution Solutions
Staff involved in promoting A-G course selection should provide accurate feedback on
A-G course selection and reinforce that to accurately identify classes can be learned with effort.
Emotions theory can be applied to make recommendations. Anderman & Anderman (2009) state
learning and motivation are enhanced when individuals attribute success or failures to effort
rather than ability. This would suggest incoming freshmen would benefit from support and
encouragement from counselors, teachers, or classmates. Their efforts of continued practice will
allow them to create an A-G compliant course schedule. Thus, it is recommended the
organization provide incoming freshmen a support staff involved in promoting A-G course
selection to provide accurate feedback on A-G course selection and reinforce that to accurately
identify classes can be learned with effort.
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Students must attribute their success and failure to complete A-G courses to their efforts.
Anderman and Anderman (2011) explain that attribution theory provides an important method
for examining and understanding motivation by examining an individuals' beliefs about why
certain occurrences happen and correlate those beliefs to motivation. Weiner (1986) proposes
that learners (students) undertake an attributional search, trying to understand what happened.
This perceived cause of the event is important regardless of any objective explanation. Whatever
students perceive as being the cause of the event will affect their future motivation toward
engagement with similar tasks. Students who successfully create an A-G course schedule can
attribute their success to causes such as effort, practice, or ability.
Goal Orientation Solutions
Provide students with a list of benefits for achieving higher than the minimums to
motivate and direct students to achieve higher goals. Goal Orientation/Goals theory can be
applied to make recommendations. Pintrich (2003) states goals motivate and direct students. This
would suggest incoming freshmen would benefit from understanding that to minimally qualify to
apply to a University of California or California State University school, they need to achieve
more than the minimum. Thus, it is recommended the organization provide incoming freshmen
students with a list of benefits for achieving higher than the minimums to motivate and direct
students to achieve higher goals.
Students should do more than the required minimums to graduate high school. Rueda
(2011) uses a simple definition of a goal as something a person wants to achieve. He goes on to
discuss mastery goal orientation as leading a student to approach a task to learn, gain new
knowledge, accomplish a challenging activity, and so on. Incoming freshmen who have a desire
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to go to a CSU/UC school and complete the A-G course completion requirements must approach
this task with mastery goal orientation in mind.
Organization Recommendations
As shown in Table 26, two out of three assumed organizational influences were
determined to be actual needs during data collection. More specifically, both cultural model
influences were determined to be needs. However, the cultural setting influence was determined
to be an asset in which improvement is not needed for the current incoming freshman class. In an
effort to maintain consistency for future incoming freshman classes, the influence deemed asset
was still given high priority due to future on-boarding of incoming freshmen. The result is all
three influences are seen as high priority to look for continued or improved performance. For the
organizational influences that remain classified as needs, evidence-based principles have been
identified to guide context-based recommendations for improving performance in these areas.
Table 26 lists the organization's causes, priority, principle, and recommendations.
Following the table, a detailed discussion for each high priority cause and recommendation, and
the literature supporting the recommendation is provided.

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Table 26
Summary of Organization Influences and Recommendations
Assumed
Organization Influence
Asset
or
Need
Priority
Yes or
No
Principle and
Citation
Context-Specific
Recommendation
Cultural Model

There is a culture of
resistance to organizational
change with the curriculum
that will not allow for the
adoption of an A-G course
completion plan.
Need Yes Effective change
begins by
addressing
motivation
influencers; it
ensures the group
knows why it
needs to change. It
then addresses
organizational
barriers, and then
knowledge and
skills needs (Clark
and Estes, 2008).
Provide
communications that
address the
importance of A-G
course completion for
the students and the
organization.

Address the
organizational barriers
and work to a path of
change.
Cultural Model

There is a culture in the
organization that promotes
preparing students for a path
to A-G Completion in an
effort for the students to
meet the minimum
requirements to apply to Cal
State and the University of
California Schools.

Need Yes Effective change
efforts ensure that
everyone has the
resources
(equipment,
personnel, time,
etc.) needed to do
their job. If there
are resource
shortages, then
resources are
aligned with
organizational
priorities (Clark
and Estes, 2008).
Provide faculty and
staff with the
resources necessary to
promote the A-G
course requirements in
the classroom as an
organizational
priority.
Cultural Setting

There is a lack of an
organization plan to address
the low A-G course
completion.

Asset Yes Effective
organizations
ensure that
organizational
messages,
rewards, policies,
Block out time in
leadership meetings to
address the
organizational plan to
address low A-G
numbers to ensure that
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and procedures
that govern the
organization's
work are aligned
with or are
supportive of
organizational
goals and values
(Clark and Estes,
2008).
process is aligned
with organizational
goals and values.

Cultural Model Solutions
The first cultural model recommendation is to provide communications that address the
importance of A-G course completion for the students and the organization as a whole. Address
the organizational barriers and work to a path of change. Organizational Change theory can be
applied to make recommendations. Clark and Estes (2008) state effective change begins by
addressing motivation influencers; it ensures the group knows why it needs to change. It then
addresses organizational barriers and then knowledge and skills needs. This would suggest the
organization would benefit from understanding how an increased A-G course completion rate
would benefit the students and the organization. Thus, it is recommended the organization
provide communications that address the importance of A-G course completion for the students
and the organization as a whole.
The second cultural model recommendation is to provide faculty and staff with the
resources necessary to promote the A-G course requirements in the classroom as an
organizational priority. Organizational Change theory can be applied to make recommendations.
Clark and Estes (2008) state effective change efforts ensure that everyone has the resources
(equipment, personnel, time, etc.) needed to do their job and that if there are resource shortages,
then resources are aligned with organizational priorities. This would suggest the organization
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would benefit from making sure all certificated teachers' classrooms have the proper A-G course
completion program poster posted and visible to all students. Thus, it is recommended the
organization provide faculty and staff with the resources necessary to promote the A-G course
requirements in the classroom as an organizational priority.
Present in the organization is a culture of resistance to change with the curriculum that
will not allow for the adoption of an A-G course completion plan. Clark and Estes (2008)
describe the organizational culture in the environment and discuss how developing and changing
the organization's culture can improve performance. They continue by stating that cultural
patterns can be altered by changing the work environment. The goal is for the faculty and staff to
come together and embrace the steps needed to improve the A-G course completion scores and
allow this new goal to become part of the organization's culture. This includes making faculty
and staff aware of the importance of the A-G course completion program, providing them with
A-G classroom posters, and explaining why it's vital to the school's mission that the posters are
visible to all students. Displaying the poster only to have it hide behind a cabinet shows a culture
of resistance.
Cultural Settings Solutions
Block out time in leadership meetings to address the organizational plan to address low
A-G numbers to ensure that process is aligned with organizational goals and values.
Organizational Change theory can be applied to make recommendations. Clark and Estes (2008)
state effective organizations ensure that organizational messages, rewards, policies, and
procedures that govern the work of the organization are aligned with or are supportive of
organizational goals and values. This would suggest the organization would benefit from making
time in meeting to address alignment with their goal and processes to achieve organizational
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improvement in the A-G course completion rate. Thus, it is recommended the organization block
out time in leadership meetings to address the organizational plan to address low A-G numbers
to ensure that the process is aligned with organizational goals and values.
Within the organization, there is a lack of a plan to address the low A-G course
completion. Clark and Estes (2008) discuss the idea of a work process: goals achieved by a
system of interacting processes that require knowledge and motivation. The work process is an
organizational plan; in this case, a need for a plan to address the low A-G completion numbers.
Clark and Estes (2008) state how the work process (plan) specifies how people, equipment, and
materials will eventually produce the desired results. For William Theodore High School, it is
creating a plan to address the low A-G numbers, presenting the plan to the faculty and staff, and
providing the resources necessary to carry out the plan.
Summary of Knowledge, Motivation and Organization Recommendations
A review of Knowledge Table 24 shows the influences that should be addressed immediately
with high priority as needs while the other influences are seen as assets. The influences described
as assets are labeled a priority due to on-boarding of new freshmen every year. This closes any
gaps that may occur from different knowledge among the next class of incoming freshmen.
Incoming freshmen have little to no experience with the A-G course completion program. The
result is a need for the organization to have the ability to educate, model, and support their
incoming freshman with the tools necessary to be successful in creating an A-G course
completion path. The incoming freshman day event where the students as eighth graders visit the
school, meet with counselors, teachers, and ASB gives them an opportunity to learn about what it
takes to be successful in their four years at William Theodore High School. Presentations on
classes the school offers, what the A-G course completion program is, and classroom
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walkthrough can provide opportunities to gain knowledge and experience as they begin to craft
an idea of their high school course path.
A review of the Motivation Table 25 shows the influences that should be addressed
immediately with high priority as needs while the other influences are seen as assets. The
influences described as assets are labeled a priority as a result of on-boarding of new freshmen
every year. This closes any gaps that may occur from different motivations among the next class
of incoming freshmen. During the incoming freshman day, the students would benefit from
opportunities to look at a schedule and practice creating an A-G compliant schedule for the
upcoming freshman year. The counselors and ASB aides should be available to give
encouragement, support, and feedback to the students. Providing students with detailed course
descriptions will help with student interest and mood when selecting classes.
A review of the Organization Influences and Recommendations Table 26 shows the
influences that should be addressed immediately with high priority as needs while the other
influences are seen as assets. The influences described as assets are labeled a priority due to a
need for a continuous plan to be in place for each new incoming freshman class. The
organization must get the faculty and staff to buy into the importance of the A-G course
completion plan. The organization must work to fix existing barriers, provide teachers with the
resources necessary, and create time and opportunities for the leadership team to work on the
organization's A-G course completion plan.
Integrated Implementation and Evaluation Plan
Organizational Purpose, Need, and Expectations
The mission of the William Theodore High School is to serve their students and
community best, inspire all students to excel in a safe and challenging environment by valuing
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academic rigor, individuality, enthusiasm, and responsibility. "William Theodore High School
will be the Valley's premier center for powerful teaching and learning, rigorous academics, and
diverse activities in a community of integrity and respect" (William Theodore High School,
2018). The organization's goal is to increase its A-G course completion numbers to 100%
completion upon graduation over a scaffolded four-year plan. The problem in attaining the goal
is barriers in place, such as a culture of resistance among faculty and the need for a detailed plan
of action.
The primary stakeholder group is the student, specifically incoming freshmen. Incoming
freshmen are the grade level of focus due to the four-year requirement for A-G course
completion compliance. Noncompliance of a grade of C or better in either semester of an A-G
course requirement and the 9th-grade student will be ineligible for A-G course completion. The
stakeholder's goal is for all incoming freshmen to achieve A-G course completion compliance by
the end of their senior year. A-G completion will allow each student the ability to apply to a
CSU/UC school. The stakeholder goal fits with the organization's goal of being an institution
with powerful teaching, learning, and providing rigorous academics.
The desired outcome for this project is to improve the organization's A-G course
completion rates over a four-year scaffolded plan. Providing the organization with the necessary
knowledge, motivation, and organizational tools to be successful in increasing their A-G course
completion numbers, more students will be eligible to apply to CSU/UC schools. More students
who apply to the CSU/UC school system will create more acceptance and increase four-year
college admissions for the organization as a whole.
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Implementation and Evaluation Framework
The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) is used as a
framework to integrate the implementation and evaluation plan. The goal is to have an effective
plan that will ensure that organizations' valuable, limited resources are dedicated to the programs
that will create the most impact. Kirkpatrick and Kirkpatrick (2016) use a framework organized
into four levels beginning with Level 4
Level 4: Results: To what degree did targeted outcomes occur as a result of the learning
event(s) and subsequent reinforcement.
Level 3: Behavior: To what degree do participants apply what they learned during the
training when they are back on the job.
Level 2: Learning, to what degree participants acquire the intended knowledge, skills,
and attitudes based on their participation in the learning event.
Level 1: Reaction: To what degree participants react favorably to the learning event.
The New World Kirkpatrick Model differs from the traditional Kirkpatrick Model in that the
traditional model begins with the planning of Level 1 and works its way through to Level 4. The
new model begins the planning at Level 4, working backward to Level 1. Kirkpatrick and
Kirkpatrick (2016) explain that by starting training with a clear vision of the Level 4 Results, an
organization can align the performance behaviors required, learning goals to achieve, and the
outcomes to be measured.
Level 4: Results and Leading Indicators
Kirkpatrick and Kirkpatrick (2016) define Level 4: Results as the reason why
organizations conduct training. Connecting the training to outcomes that accomplish the
organization's mission, the organization can create a path to success and avoid dysfunction and
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waste. Leading indicators bridge the gap between isolated initiatives and organizational results.
The short-term observations and measurements show the organization's critical behaviors are on
a path to achieving the organizational mission (Kirkpatrick & Kirkpatrick, 2016). The short-term
observations and measures that would indicate that the stakeholder is achieving the desired
outcomes or results are the numbers of D's and F's in 9th grade English Language Arts at the six-
week progress report period and subsequent first quarter report card.
Table 27 shows leading indicators, both internal and external, listed below, along with the
metrics and methods for how they will be measured and observed. The leading indicators will
show whether the organization has an effective plan to increase and maintain the A-G course
completion program percentage.

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Table 27
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Increase in the school
rank according to the
various public
publications
Position in the ranking The Principal will track the end
of year ranking from the various
publications
Increased district ranking
of school performance.
Position on the district ranking list The Principal will track the end
of year ranking from the district
office.
Increased number of
college acceptances from
CSU/UC schools
Total number of college acceptances
from the CSU/UC schools
Assistant Principal will collect
data from students who have
been accepted to attend one of
more CSU/UC schools.
Increased positive
community perceptions.
The number of mentions by the
community in school board
meetings, communications to school,
city council meetings, etc.
Assistant Principal will collect
data from various community
and school board meetings.
Internal Outcomes
Increased A-G
completion rate
Number of graduates who completed
the A-G requirements
Data collected by the Assistant
Principal and posted on the
school website and School
Dashboard
Increased number of
students who apply to
CSU/UC schools
Number of students who applied to
CSU/UC schools
Data collected by counselors
from the Common Application
to gauge numbers of
applications.
Increased overall
graduation rate.
The number of students who are
eligible to graduate.
Data collected by the Assistant
Principal and posted on the
school website and School
Dashboard
Increased positive
parent perceptions.
Number of comments made by
parents
Data collected by the Principal
Increased staff
satisfaction
The number of positive comments
made by staff in meetings.
Data collected by the Principal

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Level 3: Behavior
Critical behaviors
Kirkpatrick and Kirkpatrick (2016) define Level 3: Behaviors as the extent to which
members of the organization who attended a training apply what they learned when they are back
"on the job." Critical behaviors are specific actions that, if performed on a consistent basis while
working, will have the most significant impact on desired results and achieve organizational
success (Kirkpatrick and Kirkpatrick, 2016). The incoming freshman will need to identify core
and elective classes for the A-G course completion requirements to create a 4-year plan, register
for the appropriate classes, and achieve a grade of C or better to meet the minimum requirements
for A-G compliance. Table 28 shows the critical behavior, the specific metrics, methods, and
timing for evaluation.
Table 28
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
1. Identify core and elective
classes prior to the freshman
year to create a 4-year plan of
A-G course completion.

Number core and
elective classes
entered in the A-G
checklist form.

School sit
counselors will
collect completed A-
G checklist forms.

March
preceding the
freshman
year.

2. Register for the appropriate
freshman courses that are A-
G compliant.
Number of A-G
compliant
registration forms
School sit
counselors will
collect completed
registration forms.
April
preceding the
freshman
year.

3. Achieve a grade of C better
in each 6-week grading period
in all classes that meet the A-
G requirement.
Number of students
who pass A-G
courses with a grade
of C or better
Teachers will input
progress grades into
the grading system.
Six-week
grade
reporting
intervals

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Required Drivers. Kirkpatrick and Kirkpatrick (2016) describe required drivers as
processes and systems that reinforce, monitor, encourage and reward the performance of critical
behaviors, which are essential in accomplishing the desired application of what is learned during
training. The motivational influences needed to drive the achievement of the stakeholder
outcomes are the value students place on their goals and the interest to implement their plans to
achieve the goals. The organizational influences needed to drive the achievement of the
stakeholder outcomes are a positive school culture and an organizational plan for A-G success.
The required drivers displayed in Table 29 will support the critical behaviors identified in Table
28.

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Table 29
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical
Behaviors
Supported
1, 2, 3 Etc.
Reinforcing

Create a news segment during daily announcements
reminding students about registration
Weekly
(Spring
Semester)
2
Provide an A-G visual aide in the classrooms in the form
of a chart posted on walls
Ongoing 1,3
Provide a registration day seminar to discuss class
selection and A-G
Yearly 1,2,3
Encouraging

Provide students the opportunity to meet with
upperclassmen or ASB members who have achieved the
goals they look to accomplish.
Yearly 1,2
Provide students with mentors such as teachers or
classmate who can hold them accountable for attaining a
C or better during the study period
Quarterly 3
Provide feedback by teachers and counselors on course
schedules before turning in registration forms to the
office.
Yearly 1,2
Rewarding

Celebrate A-G compliance at the Renaissance Rally Yearly 1,2,3
Award extended lunch to students who are A-G
compliant with grades of C or better
Quarterly 3
Monitoring

Identify the non-A-G compliant students by looking at
D’s and F’s
Quarterly 3
Identify schedules that are non-A-G compliant during
the registration process
Yearly 1,2

Organizational Support. School site leaders will play an essential role in supporting
students and holding them accountable for executing their critical behaviors. School site leaders
will need to participate actively and engage in the registration process. Teachers need to have
their A-G posters visible and proactively discuss with their students the best path forward
regarding their content area. School site leaders will need to create and establish an A-G
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compliant plan which brings the organization close to the stated mission and creates alignment
with organizational goals. Lastly, school site leaders will need to work with teachers and
counselors to develop an effective registration day seminar where the students' knowledge and
motivation for being A-G compliant align with the organization's A-G goals.
Level 2: Learning
Kirkpatrick and Kirkpatrick (2016) describe the original definition of Level 2: Learning
as the degree to which participants acquire the knowledge, skills, and attitude based on their
training or seminar. Kirkpatrick and Kirkpatrick (2016) added confidence and commitment to
help close gaps between learning and behavior. The addition helps prevent waste cycles for those
who simply fail to perform appropriately on the job yet have the required skill and knowledge.
Learning Goals
The learning objectives listed are recommended solutions based on the KMO needs identified
at the end of Chapter Four. Upon completion of the recommended solutions, the incoming
freshmen will be able to do the following:
1. Describe the components of the A-G course completion program.
2. Identify the difference between non-A-G courses offered and A-G compliant courses.
3. Select classes offered that are A-G compliant.
4. Explain how to plan their approach to an A-G compliant course schedule.
5. Value identifying core and elective classes that interest the student in their learning to
create a 4-year plan of A-G course completion.
6. Have confidence they can complete an A-G course plan.
7. Feel positive in their ability to create a draft of an A-G course completion plan for their
four years of high school.
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Program
The following program is recommended to achieve the seven learning objectives listed
above that address knowledge and motivation needs and the organizational improvements
identified in Chapter Four.
It is recommended that the school site create a registration committee consisting of three
administrators, three counselors, eight teachers, 28 ASB (associated student body) students to
develop a comprehensive registration day seminar for incoming freshmen (current eighth
graders). The eight teachers and 28 ASB students assigned to the committee will need to be
trained in all aspects of the A-G course completion program, including the ability to help
students build a 4- year A-G compliant schedule. Current counselors and administration will do
training for the teachers and ASB students on the committee to build their self-efficacy in
leading and helping in a group setting. The teachers will prepare for a role as the leader of a
seminar; the ASB students will be trained to assist, in groups of two, each of the faculty leads.
The registration day seminar will coincide with the freshman orientation day. The incoming
freshman (current eighth graders) come up to the high school, visit classrooms, and learn about
the high school experience. The event is held on a half-day schedule for the high school, with the
general population day ending at noon. The incoming freshman will tour the campus from 9 am-
12 am, walk though classrooms and meet teachers, participate in events planned by ASB, and
finish the day with a one-hour registration seminar from noon to 1pm.
The one-hour seminar will be delivered in 14 classrooms across the campus. Each room
will have a faculty lead that consists of either an administrator, counselor, or teacher. Each lead
will have two ASB students with them as assistants. The seminar will be conducted in March of
the spring semester.
131

The seminar will include a registration presentation, including a detailed description of
the A-G course completion requirements, the benefits of A-G, and an explanation of how to
create a 4-year plan for A-G compliance. The students will be given a course list, course
descriptions, and have an opportunity to plan out an A-G compliant 4-year compliant schedule.
The ASB student aides will act as mentors and support for the incoming freshman students. The
goal at the end of the seminar is for the incoming freshmen to have interest, self-efficacy, and
value in creating a 4-year compliant A-G plan. The students should be able to walk out of the
seminar with a compliant freshman year A-G schedule and a 4-year plan that can be adjusted
based on their experiences during their first year of high school.
Evaluation of the Components of Learning
Table 30 lists the methods and activities used to evaluate the declarative knowledge,
procedural skills, attitude, confidence, and commitment of incoming freshmen participating in
the registration day seminar.

132

Table 30
Evaluation of the Components of Learning for the Program.
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”

Pre and post knowledge check in the form of a verbal question and
answer.
Before and at the end of
the training
Group activity where seminar facilitator and ASB mentors describe
and teach new programs
During training
Procedural Skills “I can do it right now.”

During the seminar, a freshman year A-G compliant schedule is
completed
During training
During the seminar, a 4-year A-G course completion plan is
completed
During training
Attitude “I believe this is worthwhile.”

Likert scale survey completed by incoming freshman at the end of
the training
End of training
Discussion about the value and relevance of completing the 4-year
A-G course completion requirements
During training
Confidence “I think I can do it on the job.”

Likert scale survey completed by incoming freshman at the end of
the training
End of training
Discussion about the barriers to passing A-G courses and
completing the 4-year A-G requirements.
During training
Discussion about the programs in place to help students pass A-G
courses if they fall behind
During training
Commitment “I will do it on the job.”

Likert scale survey completed by incoming freshman at the end of
the training
End of training
Students create benchmarks of progress for the end of each grade
level completed.
Near the end of the
training
Students create a goal to answer the question, “What do you want
to do after high school?”
Near the end of the
training

Level 1: Reaction
Kirkpatrick and Kirkpatrick (2016) describe Level 1: Reaction as the degree to which
participants react positively towards a training. Level 1 Reaction consists of three components:
engagement, relevance, and customer satisfaction. Kirkpatrick and Kirkpatrick (2016) describe
customer satisfaction concerning the training, engagement refers to how involved the participants
133

are during the training, and relevance refers to the ability to apply the training. Table 31 below
shows the methods used to determine whether incoming freshmen find their training favorable,
engaging, and relevant.
Table 31
Components to Measure Reactions to the Program.
Method(s) or Tool(s) Timing
Engagement

Seminar facilitator and ASB mentor observations During training
Active interaction during activities by students During training
Students ask meaningful questions During training
Relevance

Anonymous survey End of training
Group discussion for a relevance check During training
Customer Satisfaction

Anonymous survey End of training
Group discussion for a customer satisfaction check During and near the end of the training
Seminar facilitator and ASB mentor observations During training

134

Evaluation Tools
Immediately Following the Program Implementation
Kirkpatrick and Kirkpatrick (2016) suggest using a duel evaluation methodology to
gather important data about the effectiveness of training. This dual approach includes using
immediate and delayed evaluation tools to assess training effectiveness (Kirkpatrick &
Kirkpatrick, 2016). The purpose of immediate evaluation tools is to evaluate Levels 1 and 2 at
the end of training to measure outcomes. Kirkpatrick and Kirkpatrick (2016) suggest delayed
evaluation to look at the impact of the training after some time has passed.
For the incoming freshman A-G registration seminar in this study, an immediate
evaluation tool has been created to evaluate Level 1 (engagement, relevance, and customer
satisfaction) and Level 2 (declarative knowledge, procedural skills, attitude, confidence,
commitment) based on the incoming freshman students' experience. The immediate evaluation
tool will utilize Google Forms with survey questions for Level 1 and knowledge questions for
Level 2 (see Appendix B).
Delayed for a Period After the Program Implementation
Kirkpatrick and Kirkpatrick (2016) suggest evaluating the impact of training after some
time has passed, in this case, since students attended the seminar. Delaying the evaluation allows
students to reflect more on the learning that took place during the seminar. For this program, the
delayed evaluation will be sent out eight weeks after the seminar in mid-May. The eight-week
period allows for time to make changes to the registration forms before being finalized in June.
The evaluation following a delayed period addresses Level 1 (reaction), Level 2 (learning),
Level 3 (behavior), and Level 4 (results and leading indicators) outcomes (Kirkpatrick &
Kirkpatrick, 2016). Questions with a Likert Scale and multiple-choice survey items will be given
135

to the incoming freshman regarding their knowledge of the A-G course completion program, and
the registration requirements learned during the seminar. (see Appendix C).
Data Analysis and Reporting
An analysis of the findings will be presented to the school site principal and leadership
team. Findings will include the results from the immediate and delayed evaluations. The finding
will allow the leadership team to communicate the effectiveness of the A-G registration seminar
to the registration committee, evaluate the program's effectiveness, and make the necessary
adjustments for future seminars. A digital dashboard will be used to show the registration
seminar's effectiveness after both immediate and delayed survey items have been collected and
analyzed. (See Appendix D.)
Summary of the Implementation and Evaluation
Kirkpatrick and Kirkpatrick (2016) The New World Kirkpatrick Model was utilized to
plan, implement, and evaluate the incoming freshman registration seminar's effectiveness. The
plan was also used to create a seminar that provides the students with the knowledge and skills,
motivation, and organizational tools necessary to develop an A-G compliant schedule and a
preliminary A-G compliant 4-year Plan. The four levels of the Kirkpatrick and Kirkpatrick
(2016) foundation of training evaluation was used to maximize student learning behavior, and
subsequently lead to an increase in A-G course completion compliance.
The New World Kirkpatrick Model was used to backward plan the registration seminar
incoming freshman, to identify outcomes from the onset. Each of the four-levels in the model
had in place measurements to determine if the seminar was achieving its goal. In other words,
were the incoming freshman find the training favorable, engaging, and relevant to their high
school goals (Level 1), were the incoming freshman acquiring the intended knowledge, skills,
136

attitude, confidence, and commitment based on their participating in the seminar (Level 2), were
the incoming freshmen applying what they learned to the registration and completion of courses
(Level 3), and were the goals of the incoming freshman occurring as a result of the seminar
(Level 4).
Limitations and Delimitations
A limitation of this study is that only one of the two high schools in the district was
represented. The study limits itself to one high school due to the A-G requirements in place at
one school are not the same at the other. The district office allows each school its methodology
for achieving its A-G course completion percentages. Strategies and solutions for one school will
not translate to potential success to the other high in the district.
The delimitation of this study is that the stakeholder of focus was the incoming freshman
population. The A-G course requirements are used for all four years of a student's high school
experience. The decision to start with incoming freshmen was based on the need to introduce the
A-G program at the onset of a student's time in their high school experience with the hope they
continue to use their knowledge and motivation to complete the A-G requirements for the
remaining three years.
The final limitation of this study is it does not address how to the current global pandemic
of COVID-19. The manner in which schools are run, how students attend school, and the impact
it has on students' ability to access and retain knowledge has not been addressed. The pandemic
will undoubtedly have a significant impact on how school seminars will be conducted; in turn, it
will impact how the incoming freshman learn about and experience the A-G course completion
program.
137

Recommendations for Future Research
Recommendations for future research on A-G course requirements completion should
subsequently focus on the gap in achievement for each of the three remaining grade levels.
Future research should look at factors that contribute to student burn out in A-G course
completion throughout their high school experience. A question that needs to be answered is:
Why are students not finishing their A-G requirements?
The impact of socioeconomics and how it plays a role in the students' motivation to
complete college readiness programs should be researched. A question that should be
investigated is: Do students who come from socioeconomically disadvantaged households have
less opportunity to be eligible to apply for college due to a lack success or access. Data to be
looked at in an effort to research the impact of socioeconomics on a student’s ability to be A-G
graduation will be an analysis of areas which students may struggle as a result of access or
success. An audit of each A-G course category completion rate with a comparison of the
percentage of students categorized as socioeconomically disadvantaged compared to non-
socioeconomically disadvantaged. Upon completion of the audit, the organization can identify
which A-G categories are deemed a need for students categorized as socioeconomically
disadvantaged, create a plan for immediate intervention, and scaffold their plan to address the
remaining needs.
Expanding the research topic to the other high school in the district would yield a holistic
result of A-G practices district-wide. To achieve an increase in the A-G course completion scores
for the entire district, the second high school would have a separate gap analysis' completed. As
an alternative, another study modeled after the stage innovation design (Clark & Snow, 1975)
would be to implement a program in the other high school within the district after the completion
138

of the initial program in the first school to determine whether or not the effects of A-G
completion are improved in the second school.
Conclusion
This gap analysis study aimed to improve the A-G course completion rate at William
Theodore High School. The incoming freshmen were chosen as the stakeholder of focus to
scaffold the improvement of the A-G completion scores over four years. The incoming freshman
represented the first opportunity to assess the knowledge and motivation of a grade level that
could then be evaluated in subsequent years through to graduation. After their freshman year,
students who become A-G ineligible will count against the schools' year-end A-G course
completion scores upon their graduation. The student will remain ineligible unless they take the
necessary steps to become compliant by adding courses to their schedule or making up classes
with received grades of D or F. The result of an increase in A-G course compliance is an increase
in the number of students who will be eligible to apply to the CSU/UC school system.
Subsequently, William Theodore High School will have more students accepted into college. To
further benefit all students this study recommends further research and data collection for
success and access rates for students categorized as socioeconomically disadvantaged in an effort
to create interventions to increase success. The recommendations of this gap analysis study will
further the school's mission to best serve the students and community of William Theodore High
School, inspire all students to excel in a safe and challenging environment by valuing academic
rigor, individuality, enthusiasm, and responsibility. This dissertation serves as a high-quality case
study on gap analysis for improved A-G course requirement completion for secondary high
school in the State of California. It further reinforces the benefits and effectiveness of a gap
analysis as a useful methodology to improve secondary school performance in college readiness.
139

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148

Appendix A
Recruitment E-mail Letter
Dear Parents of ….
On behalf of the University of Southern California Rossier School of Education, Mr. Bryan
Wierzchucki under the faculty supervision of Dr. Kenneth Yates would like to invite your child,
as a student at ___________ High School, to participate in a research study. The student is being
asked to be interviewed as a part of a doctoral dissertation of USC student, Bryan Wierzchucki.

We are reaching out to you because your student is a freshman at ______________ High School,
beginning their course work in an effort to become eligible to apply to the California State
University and the University of California Schools upon graduation. Our goal is to explore why
students are not meeting the A-G course completion requirements upon graduation.

Participation is voluntary and the students will not be required to submit to the interview if they
or you choose not to. The interview is a one-time session lasting approximately 30 minutes. The
interview will be conducted by another doctoral student not affiliated with ____________ High
School via Zoom video conferencing using a computer or laptop.

For more information, you may contact Mr. Bryan Wierzchucki by either email at
wierzchu@usc.edu or call 714-875-9008 or Dr. Kenneth Yates at kenneth.yates@usc.edu

149

Appendix B
INFORMED CONSENT FOR RESEARCH
Study Title: A-G Course Completion Requirements

Principal Investigator: Bryan Wierzchucki

Department: USC Rossier School of Education

INTRODUCTION

If you are reading this form as the parent of a participant, “you” refers to your child.

If you are giving consent for another person, “you” refers to that person.

We invite you to take part in a research study. Please take as much time as you need to read the
consent form. You may want to discuss it with your parents. If you find any of the language
difficult to understand, please ask questions. If you decide to participate, your parents will be
asked to sign this form. A copy of the signed form will be provided to you for your records.

KEY INFORMATION

The following is a short summary of this study to help you decide whether or not you should
participate. More detailed information is listed later on in this form.

1. Being in this research study is voluntary – it is your choice.

2. You are being asked to take part in this study because as a freshman student it is important
that you are set on a path to A-G course completion in an effort to be eligible to apply to
CSU/UC Schools upon graduation. The purpose of this study is to identify the knowledge,
motivation, and organization influences preventing students from becoming A-G compliant.
Your participation in this study will last for the duration of your interview. Procedures will
include a 30-minute interview via Zoom. Upon completion of the interview nothing further
will be required of you.

3. There are risks from participating in this study. The most common risks are that you may feel
uncomfortable about knowing the benefits and responsibilities you may have in completing
your A-G requirement. More detailed information about the risks of this study can be found
under the “What are the risks and possible discomforts?” section.

4. The possible benefits to you for taking part in this study may include knowing more about
your progress and status in completing the A-G requirements and gaining a higher
probability in college acceptance.
150

5. You may decide not to participate in this research, and there are no other activities that can
serve as a substitute.

DETAILED INFORMATION

PURPOSE

The purpose of this study is to examine student influences on the gap between the San Dimas
school’s current A-G completion rate and the school's goal of 100% completion. We hope to
learn where the gaps are in an effort to make changes to increase the school completion rate. You
are invited as a possible participant because you are a freshman student beginning your course of
studies. About 15 participants will take part in the study.

PROCEDURES

If you decide to take part, this is what will happen:
1. You will be contacted through your parents, who will receive an email from the school,
and your parents will ask you if you want to participate, if they choose.
2. If you decide you want to participate, your parents will be asked to return a copy of this
form signed by them.
3. A data collector, not affiliated with your school, will contact you and your parents to set
up an interview time.
4. The interview will be conducted on Zoom. Your parents may choose to attend, although
their attendance is not required.
5. The interview will last approximately 30 minutes
6. The interview will be recorded and transcribed. Following the transcription, the
recording will be deleted or erased. Your identity will be removed from the transcription,
so no one in connection with the study will know who you are.

RISKS AND DISCOMFORTS

Possible risks and discomforts you could experience during this study include;
1. The risk of a breach of confidentiality. There is a small risk that people who are not
connected with this study will learn your identity or your personal information
2. The risk that you might experience some discomfort about your progress toward
achieving A through G course completion.
3. The risk that you may experience some discomfort from the knowledge of not completing
the A through G course completion.
4. Some of the questions may make you feel uneasy or embarrassed. You can choose to skip
or stop answering any questions you don’t want to.
5. There may be other risks that are not known at this time.

151

BENEFITS

The potential benefits to you may include;
1. The increased opportunity for college acceptance by your commitment to achieve A - G
course completion.
2. An increased understanding of the relationship between A - G completion and college
acceptance.
3. Increased value, persistence, and effort on your part to complete A - G course completion
by reflecting on your responses to the interview questions.

PRIVACY/CONFIDENTIALITY

We will keep your records for this study confidential as far as permitted by law. However, if we
are required to do so by law, we will disclose confidential information about you. Efforts will be
made to limit the use and disclosure of your personal information, including research study and
medical records, to people who are required to review this information. We may publish the
information from this study in journals or present it at meetings. If we do, we will not use your
name.

The University of Southern California’s Institutional Review Board (IRB) may review your
records. Organizations that may also inspect and copy your information include Bonita Unified
School District

Your data will be stored on a password protected computer with access being limited to the
principal investigator and will be stored for a period of time per institutional policy.

Your information collected as part of this research will be used or distributed for future research
studies without your additional informed consent. Any information that identifies you (such as
your name) will be removed from your private information before being shared with others.

The investigators are required to report certain cases with the potential of serious harm to you, or
others, such as suicidality or child abuse to the appropriate authorities.

ALTERNATIVES
An alternative would be not to take part in this study and continue with your current course of
studies.

PAYMENTS

You will not be compensated for your participation in this research.

152

COST

There are no costs related to your participation in the study.

VOLUNTARY PARTICIPATION

It is your choice whether or not to participate. If you choose to participate, you may change your
mind and leave the study at any time. Refusal to participate or stopping your participation will
involve no penalty or loss of benefits to which you are otherwise entitled. If withdrawal must be
gradual for safety reasons, your investigator will tell you.

If you stop being in the research, already collected data may not be removed from the study
database. You will be asked whether the investigator can continue to collect data from your
records. If you agree, this data will be handled the same as the research data. No new information
will be collected about you or from you by the study team without your permission.

The study site may still, after your withdrawal, need to report any safety event that you may have
experienced due to your participation in all entities involved in the study. Your personal
information, including any identifiable information, that has already been collected up to the
time of your withdrawal will be kept and used to guarantee the integrity of the study, to
determine the safety effects, and to satisfy any legal or regulatory requirements.

CONTACT INFORMATION

If you have questions, concerns, complaints, or think the research has hurt you, talk to the
investigator at San Dimas High School or the USC IRB.

This research has been reviewed by the USC Institutional Review Board (IRB). The IRB is a
research review board that reviews and monitors research studies to protect the rights and
welfare of research participants. Contact the IRB if you have questions about your rights as a
research participant or you have complaints about the research. You may contact the IRB at
(323) 442-0114 or by email at irb@usc.edu.

153

STATEMENT OF CONSENT
(and Time*)

Minor/Youth Participant (Ages 14-17 years)
If your child agrees to participate, have your child sign here.

Name of Child Child’s Signature Date Signed
(and Time*)

Name of Parent Signature Date Signed
(and Time*)

Name of Second Parent Signature Date Signed
(and Time*)

* If a study procedure is done on the same day the informed consent is signed, the time and date
are required. No study procedures may be done before the participant has signed the informed
consent. Otherwise, delete the references to the time

154

Appendix C: Interview Protocol
Interview Protocol
I. Introduction:
My name is ___________.
I ‘m a student at USC and conducting interviews on behalf of another USC student who is
working on a study on the A-G classes you can take here at ___________ High School. We are
particularly interested in what motivates students to complete the A-G course requirements and
what the school does to support the A-G classes.
Thank you for agreeing to participate today. I appreciate the time that you have set aside to
answer my questions. As mentioned in the parent consent, the interview should take about 30
minutes, does that still work for you? Please give me your consent form. Just to verify your
parent’s names and signatures?
I want to assure you that I am strictly wearing the hat of the researcher today. What this means
is that I am only here to listen to your responses, meaning your answers will have no impact on
you as a student here at ____________ High School. I will not be making any judgments on
how you answer the questions. This interview is also confidential. What that means is that your
name and anything you say will not be shared with anyone outside of the research team. I will
not share your responses with other teachers, the principal, or the district. Also, you can stop the
interview at any time.
If the researcher at USC uses any quotes, they will be anonymous and your identity will be only
as Participant 1 or 2, etc. and not directly attributed to your name.
Might you have any questions about the study before we get started? I have brought a recorder
with me today so that I can accurately capture what you share with me. The recording is solely
for my purposes to best capture your responses and will not be shared with anyone outside the
research team. The recording will be destroyed and deleted after the research. May I have your
permission to record our conversation?
II. Setting the Stage:
I’d like to start by asking you some background questions about you.
1. First, could you tell me what grade you are in?
2. Did you come to 8th-grade day last year?
a. Did you come to an open house with your parents last year?
3. What school were you at previous to coming to ____________ High School
III. Heart of the Interview:
Now I’d like to ask you some questions about what you know about the A-G course program at
your school.
155

4. Tell me what the main goal of the A-G course program is.
5. Can you describe for me at least one requirement for A-G Course Completion?
6. Can you tell me the minimum grade you need in order to pass an A-G class?
7. Tell me what you think the differences are between being A-G compliant for graduation
and meeting the requirements to graduate from ______________.

I’d like to ask you questions about the A-G classes you can take as a freshman.

8. Tell me which A-G compliant classes you can take as a freshman are?

I would like to now talk about how you select classes
9. Describe for me where you can find information about the A-G program and its
requirements.

10. Of the six classes you take as a freshman can you tell many how many you need to be
A-G compliant in order to be on pace for graduation.

I would like to switch gears and talk about your interests and your motivation in taking A-G
classes

11. How important is it for you to select classes that are A-G?
12. How do you feel about your ability to create an A-G compliant course schedule?
13. What do you believe are the reasons why you feel you could create an A-G course
compliant schedule?
14. What would make you excited about selecting A-G courses?
15. What A-G classes are you most interested in as a freshman?
16. What do you believe are the reasons why you feel you could create an A-G course
compliant schedule?
17. What is your main goal for graduating high school?

The last area I would like to talk about what the school has done to prepare you for knowing
about and taking A-G courses.

18. When you walk into classrooms do you notice the teachers A-G chart?
19. Do you feel like the teachers, counselors, and administration are encouraging you to be
A-G compliant in either your schedule or achieving the minimum grades to be
compliant?
20. Do you feel like the teachers, counselors, and administration have a plan for your success
in the A-G course completion program?

IV. Closing Comments:
Thank you so much for sharing your thoughts with me today! I really appreciate your time and
willingness to share. Everything that you have shared is really helpful for our study. If I find
myself with a follow-up question, I am wondering if I might be able to contact you. Again,
thank you for participating in our study.

156

Appendix D: A-G requirements Chart

157

Appendix E: Immediate Evaluation Tool
Immediate Evaluation Tool (Levels 1 and 2)
Please use the following rating scale to circle the number that best correlates with how you
feel about each statement.

1 = Strongly Disagree
2 = Disagree
3 = Neutral
4 = Agree
5 = Strongly Agree

The seminar held my interest (L1-Engagement) 1 2 3 4 5
The information in the seminar is applicable to my high school goal
(L1-Relevance)
1 2 3 4 5
I was satisfied with the seminar (L1-Customer Service) 1 2 3 4 5
What I learned in the seminar will help me graduate high school (L1-
Attitude)
1 2 3 4 5
What I learned in the seminar will help me get into a CSU/UC School
(L1-Attitude)
1 2 3 4 5
I am confident I can apply what I learned from this seminar to
registering for classes (L1-Self Efficacy)
1 2 3 4 5
I feel positive about registering for classes as a result of the seminar
(L1-Emotion)
1 2 3 4 5

Please answer the question to the best of your ability regarding the information presented in the
seminar. Circle the appropriate answer.

1) The goal of the A-G course completion program is (L2)
a) A program that measures how many A’s you have in courses.
b) A program that prepares you to graduate on time.
c) A program that provides minimum course requirements for CSU/UC acceptance. *
d) A program that measures GPA.

2) What is the minimum passing grade for A-G courses? (L2)
a) A
b) B
c) C *
d) D
158

3) Where can you find the information to complete an A-G course compliance schedule? (circle
all that apply) (L2)
a) School Bulletin Board. *
b) Teacher Classrooms. *
c) School Website. *
d) Counselors Office. *

159

Appendix F: Delayed Evaluation Tool
Immediate Evaluation Tool (Levels 1, 2, 3, and 4)
Please use the following rating scale to circle the number that best correlates with how you
feel about each statement regarding the A-G registration seminar two months ago.

1 = Strongly Disagree
2 = Disagree
3 = Neutral
4 = Agree
5 = Strongly Agree

I applied what I learned at the seminar to create an A-G complaint
registration form (L1, L2, L3)
1 2 3 4 5
Looking back the seminar was a good use of my time (L1) 1 2 3 4 5
I am still confident in what I learned in the seminar with regard to
registering for classes (L1, L2)
1 2 3 4 5
I still feel positive about what I learned in the seminar (L1) 1 2 3 4 5
The seminar had a positive impact on my ability to register for A-G
compliant classes (L1, L2, L4)
1 2 3 4 5

Please answer the question to the best of your ability regarding the information presented in the
seminar. Circle the appropriate answer.

1. The goal of the A-G course completion program is (L2)
a. A program that measures how many A’s you have in courses.
b. A program that prepares you to graduate on time.
c. A program that provides minimum course requirements for CSU/UC acceptance. *
d. A program that measures GPA.

2. What is the minimum passing grade for A-G courses? (L2)
a. A
b. B
c. C *
d. D

3. Where can you find the information to complete an A-G course compliance schedule?
(circle all that apply) (L2)
a. School Bulletin Board. *
b. Teacher Classrooms. *
160

c. School Website. *
d. Counselors Office. *

161

Appendix G: Digital Dashboard
Example of Digital Dashboard to Communicate Progress of Goals

Progress Check #1 Progress Check #2 Progress Check #3
Percentage of students who
successfully identify what the
goal of the A-G course
completion program is
Percentage of students who
successfully identify the
minimum passing grade for
A-G courses
Percentage of students who
successfully identify where
they can access information
regarding the A-G course
completion program

Abstract (if available)

Abstract This study applies the Gap Analysis problem-solving framework (Clark & Estes, 2008) using knowledge, motivation, and organizational influences to determine areas of improvement for organizational goals. The purpose of this study was to identify the KMO influences that led to the school’s current A-G course completion rate. Specifically, what are the knowledge and skills, motivation, and organizational influences that interfere with William Theodore High School’s 9th Grade students’ goal that by June 2021, all 9th Grade students will pass with a grade of C or better in all A-G required classes for the Fall 2020 semester and Spring 2021 semester. Mixed methods were used to collect existing survey data from the WASC Self-Study Report of 291 participants and interview data from 14 participants to identify and assess the knowledge and skills, motivation, and organization root causes that may contribute to the William Theodore High Schools A-G course completion rates. Findings from this study showed that incoming freshmen have do not have sufficient knowledge of the current A-G course completion requirements. The organizational plan for addressing the A-G requirements can also benefit from an overhaul. This study utilizes The New World Kirkpatrick Model by making recommendations for improving the organization’s current incoming freshman registration day seminar and increasing the knowledge and skills, motivation, and organizational tools necessary for the students to be A-G compliant.

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Asset Metadata

Creator Wierzchucki, Bryan Robert (author)

Core Title A-G course completion percentage upon high school graduation. A gap analysis

School Rossier School of Education

Degree Doctor of Education

Degree Program Educational Leadership

Publication Date 10/05/2020

Defense Date 08/06/2020

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag A-G,college readiness,gap analysis,OAI-PMH Harvest

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth (committee chair), Kaplan, Sandra (committee member), Poma, Andrea (committee member)

Creator Email bwierzchucki@icloud.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-379576

Unique identifier UC11666520

Identifier etd-Wierzchuck-9033.pdf (filename),usctheses-c89-379576 (legacy record id)

Legacy Identifier etd-Wierzchuck-9033.pdf

Dmrecord 379576

Document Type Dissertation

Rights Wierzchucki, Bryan Robert

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA